"""People who are socially, economically, culturally, politically, institutionally or otherwise marginalized are particularly vulnerable to climate change as well as to some adaptation and mitigation strategies."" (IPCC - Intergovernmental Panel on Climate Change). In this respect, which concerns both the least developed countries and populations in fragile social situations in developed countries, there is a second observation: the very ambitious objectives of the European Union in reducing Greenhouse Gases. require the active mobilization of all stakeholders, starting with all the inhabitants. However, it is clear that the most socially fragile populations are also for various reasons (poverty, level of education, linguistic factor) those who feel least invested in actions of citizen participation, particularly in the field of sustainable development.The term social worker encompasses all qualified professionals who provide answers to people in economic or social difficulties. It concerns social service assistants, specialized educators, facilitators, social and family education counselors, family workers, etc.Because of their profession and their proximity to the most vulnerable groups, social workers play a key role in addressing climate change issues both upstream and in anticipation and prevention of the consequences of climate change for the most vulnerable populations. exposed and downstream from crises, particularly natural disasters induced by climate change, with support for individuals and collectives in the context of individual and collective post-event management.In addition, beyond their position as major victims of the consequences of climate change, especially natural disasters, vulnerable populations are also often brought to adapt to situations by means and forms of ad hoc collective organization ( for example: organizing collective green spaces to develop islands of freshness, create AMAPs to promote sustainable consumption, encourage carpooling, promote children's awareness of natural hazards). In this context, the role of the social worker becomes that of a coordinator-facilitator, able to identify innovative local initiatives, to stimulate projects, to support the actors of innovation, to bring their voices and more broadly to allow good practices to be disseminated.To do this, it is important for social workers to know and integrate into active partnerships between territorial operators in the face of climate change (prevention of risks, housing and sustainable consumption, awareness raising, etc.), which is not the case still today lack of knowledge of the sector. A fortiori, beyond a few local initiatives, they are only very little involved in actions related to climate change.Social & Nature intends to address this issue by creating a transnational consortium whose objective is to build together a European framework for training social work trainers that can strengthen the skills of social workers to address the problem of natural hazards and the consequences of change. climate change and offer it to training centers and institutions in charge of social policies.To respond coherently to challenges that go beyond national frameworks, the transnational dimension is necessary. In addition, the diversity and complementarity of the know-how of local actors, situations and experiences will enrich the repository of available solutions and approaches."

The ambition of the LOG’IN project is to promote access to inclusive housing for people with disabilities and thus promote their autonomy and the power to act socially.Access to inclusive housing for the disabled remains very insufficient in Europe. It is, however, a complementary response to ordinary accommodation and an alternative to institutional accommodation. These are small independent housing complexes, characterized by individual living spaces associated with shared living spaces, in an adapted and secure environment ensuring more sociability.The LOG’IN training program provides the knowledge and skills necessary for qualified professionals in Europe who can provide answers to people with disabilities in inclusive housing. It therefore concerns carers, including inclusion professionals, shared housing, etc.Through their profession and proximity to the disabled, these learners will offer support and therefore play an essential role in addressing the societal challenges of inclusive housing.In this context, the learner's role becomes that of a coordinator, able to identify and support innovative local initiatives, stimulate projects, raise their voice and, more widely, spread good practices.To do this, it is important that caregivers know and integrate into the active partnerships between territorial actors in charge of housing issues, which is not the case even today due to lack of knowledge of the sector. A fortiori, beyond a few local initiatives, they are only very little involved in the context of actions related to inclusive housing.LOG’IN intends to tackle this problem by creating a transnational consortium whose the objective is to build together a European training framework which will strengthen the skills of carers to respond to the solution of inclusive housing and offer it to training centers and institutions in charge of social policies.To respond coherently to these challenges which go beyond national frameworks, the transnational dimension is necessary. In addition, the diversity and complementarity of actors' know-how, situations and local experiences will enrich the repository of available solutions and approaches.Acting on this issue leads us, in a way, to the current health crisis, and raises questions about the collective housing of the most vulnerable.

In 2017, still 61 million adults aged 25 to 64 had stopped their formal education before completing upper secondary education. Through the Upskilling Pathways Recommendation, Member States agreed to adopt a strategic approach to provide joined-up learning opportunities to the EU’s 61 million low-skilled adults, built on easily accessible pathways and comprising three steps, starting with skills assessment to identify existing skills and upskilling needs.A skills audit is a process aimed at identifying and analysing the knowledge, skills and competences of an individual, including his or her aptitudes and motivations in order to define a career project and /or plan a professional reorientation or training project; the aim of a skills audit is to help the individual analyse his/her career background, to self-assess his/her position in the labour environment and to plan a career pathway, or in some cases to prepare for the validation of non-formal or informal learning outcomes. Nevertheless, as previous researches and projects evidence, the relationship between validation and skills audits is not always clear to stakeholders and the level of integration between validation and skills audits varies, depending on the type of audit. The conclusions of the study on ‘Mapping Skills Audits in and across the EU’ (2017;E.C) outlined that, in order to be effective, the skills audit process needs to be tailored to target groups. The analysis also identifies several trends that could be gaining importance in the future, including the use of digital tools. Technology is increasingly being used as an intermediary solution. For example, the use of technology to develop open badges or online portfolios which are easily storable (i.e. online), can have a process of external validation as well. The aim of ASSESS PLUS is to support Skills Audits in adult education through innovative digital tools and products to make available skills identification and screening, including the validation of skills acquired through informal and non-formal learning, and facilitate the progress of low-skilled and disadvantaged adults towards higher qualifications.To do so, seven European adult education providers, experts in skills assessment and validation and in digital solutions applied to training and employment from six countries, France, Spain, Austria, Ireland, Bulgaria and Greece, will work together to co-create a set of innovative tools and digital solutions, including: - a European Framework of Competences in Skills Audits for Adult Education (IO1) - an ASSESS PLUS Virtual CAMPUS (IO2), that Includes the following Open Educational Resources: (i) an Online Instructional Guide on Digital Competencies for Virtual Learning; (ii) a set of structured Training Modules (iii) VET Open Online Courses (VOOC) - a Mobile Assessment App for Skills Audits (IO3)- a Guidelines to promote transparency and recognition of skills and qualifications through Skills Audits in Adult Education (IO4)Target users and beneficiaries are: (i) Counsellors, guidance personnel, assessors and practitioners involved with validation (ii) Disadvantaged adults. ASSESS PLUS will involve directly 70 target users (40 partner´s staff /25 experts involved / 5 target users in pilots), 125 disadvantaged adults (in pilots) and 36 stakeholders. At local, regional, national and European level the project will reach a minimum audience of 1000 recipients through the project dissemination activities.The project will use European frameworks of reference, such as EQF and ECVET, to promote new learning pathways and boost transparency, recognition and mobility in Europe. Key sectorial and Adult Education associated partners and stakeholders related with the fields of guidance, training and validation of non-formal and informal learning, involved in the project, will support the dissemination of products and mainstreaming of final results. The project will have a direct positive impact in: (i) partners and organizations involved in the project activities will improve their Skills Audit methods and tools (ii) the low qualified and disadvantaged adults will have access to better up skilling pathways to improve their skills, competencies and qualifications, opening new opportunities for training, job and mobility (iii) the Adult Education sector will count with new instruments to improve the provision of Skills Audits, adapted to different assessment contexts and to the needs of disadvantaged adults.The envisage long term impact of the project will be a strengthening of the Upskilling Pathways and the Adult Education systems in Europe.

"People who face mental health problems (PMH) have one of the lowest employment rates in Europe (20%-30% /UE stats-2015). Mental illness still carries a heavy stigma and a significant portion of society, including employers and the labor market in general, are not informed and educated on this issue. Most trainers, educators and career counsellors are not trained to deal with PHM. Employers, supervisors and coworkers are even less informed on how to facilitate smooth work insertion and are subject to a variety of prejudices against PMH.IMPE project "" Improving Mentoring for People with Mental Health Problems in Training and Work"" proposes to equipe mentors and other actors supporting people with mental health issues with tools in terms of training and integration into labor market.IMPE partnership represented by a panel of actors with complementary expertise (adapted care centers, rehabilitation centers, Support and Work Assistance Establishment, in-company trainers) mobilised their resources, in order to offeran adequate response to:- the needs of professional and informal mentors to have available an effective methodology to support training and labor insertion of PMH. - the need of informal mentors on the workplace to better know how to integrate PMH in the work setting and to overcome their prejudices;- the need of PMH to be effectively supported in VET training and workplace settings, and to reduce the stigma they face in society in general and in training and work settings in specific;A pilot phase with 191 professional mentors and 211 informal mentors from FR, IT, ES, GR, DE, USA, UK, SA, MY, allow to the consortium to adapt and validate the IMPE tools that are being developed as part of the project:• IO1: A Handbook on facilitating training and work insertion of people with mental health issues - available in the partnership languages ​​(EN, FR, ES, IT, GR, DE) on the project website: http : / / www.impe-project.eu/documents-reacutesultats.html• IO2: E-course on supporting insertion in training and work of people with mental issues addressed to professional mentors: http://www.impe-project.eu/destineacute-to-professionals.html• IO3: E-course on supporting insertion in training and work of people with mental issues addressed to informal mentors: https://www.openlearning.com/courses/impe-manuel-pour-les-ants-informelsThe 3 tools (manual and online courses) are developed in 6 learning units for a better coherence:- Individualized Placement and Support model,- Cope with everyday routine,- Empowerment and stress reduction,- Creativity and mental health,- Development of social skills,- Networking.IMPE values ​​non-formal training based on the ECVET system which promotes the recognition of skills from the definition of learning objectiv"

"The Re-Orient project aimed to provide tools for the economic and professional integration of adults in Europe for vocational trainers who wish to improve their skills in order to increase the chances to access the labour market. The Re-Orient Project has developed educational tools using innovative tools, including such as a virtual reality application (IO.3), allowing virtual situationalizations for target audiences, and an online internet platform (IO.5), accompanied by activities specifically developed by all partners (IO.2 and IO.4) following a conceptual analysis of the needs (IO.1) of these audiences-targets today.The 5 intellectual productions produced during the Project (with the responsible partners) are:-IO.1 - Conceptual and Analytical Framework (Infodef), -IO.2 - Toolbox (IEKEP),-IO.3 - ""Re-Orient"" Virtual Reality Environment (Omegatech),-IO.4 - Trainers' Guide and Project Tool Use Manual, (APEA) -IO.5 - Online platform and website (TLP). The project was completed as planned despite the context of the Covid-19 and the objectives set are all met with the expected quality set at the outset.The project's productions are completed and translated into the different languages of the partnership:-IO.1 - Conceptual framework and analysis: led by Infodef, this report is a 40-page summary document with (i) an analysis of labour market trends by country, (ii) a state of affairs, by country, on (re)career guidance devices to date, and above all (iii) recommendations for the other IOs of the Project).-IO.2 - Toolkit: This 128-page guide, structured around 6 themes (one per partner) with 9 activities and practical exercises: (a) Change Management: APEA, (b) Re(Orientation): IEKEP, (c) Career Orientation Information Collection: ITG, (d) Professional Networks: APEA, (e) Entrepreneurship: Infodef and (f) Personal/Professional Life Balance: TLP. In total, there are 54 activities, which are now available on Dropbox.-IO.3 - ""Re-Orient"" virtual reality environment (Omegatech) is a seemingly digital tool (audio recordings and programs intended to be used withedigital virtual reality equipment Oculus Rift-s: https://www.oculus.com/rift-s/. brought by Omegatech. These products (scenarios with methodological explanations) are documented in a 21 pages guides, translated into different languages of the partnership.-IO.4 - Project Tool Use Practical Guide and Manual: This 21 page guide is not only a methodological guide to the presentation and use of tools, but above all a guide to tips for things to do (recommendations) and things to avoid (warnings), for the use of tools by trainers. This guide also highlights the personalized steps to be adapted according to the profiles of the audience to accompany.-IO.5 - TLP-driven online platform and website: this combined IT tool is online (IO.5 and hosts all Project content.In the run-up to the Projet Re-Orient, thefeedback from the piloting and dissemination activities put before the innovative side of the IO.3 tool that basically marks the participants, not or unaccustomed to experimenting with virtual reality training, with associated computer equipment (virtual helmets) and associated scenarios on situations. The IO1 study report is commended for the relevance of the findings and recommendations on career reorientation in Europe. The toolkit (IO.2) is appreciated by the number and flexibility of activities (54 in all). The Trainer Guide (IO.4) is an asset in terms of practical advice, as highlighted in the feedback returns. The website (IO.5) contains all the tools of the project (from IO.1 to IO.4) and is thus a practical vector to use for any public wishing to address a topic of career reorientation.Overall, the feedback from entities and the community of adult education and guidance practitioners is very good and underlines the relevance of such tools produced and above all the innovative and dynamic dimension of virtual reality tools."