European societies have never been static, and transformation continues in all member states. In the last years, political and economic upheavals and war have spurred migrations to and within Europe. The churning of European populations and influx of migrants have rendered some indigenous peoples’ minorities and created societies that are rich in ethnic, linguistic, and cultural diversity. However, people from minority groups tend to be poorer and to have less power, less influence and less access to remedies to tackle their problems than those from the majority population. Minorities struggle to realize all types of human rights, whether civil and political, economic, social or cultural, whether as individuals or as groups. Entrenched discrimination on ethnic or religious grounds is also a common precursor to conflict. Additionally, the negative political populism is also growing. In such political polarization, young adults especially those with minority backgrounds are the most vulnerable. These appearances make even more complicated the social-political inclusion of the young adults minorities. The latest finding of Fundamental Rights Report (FRA, 2019) are reflecting on the widespread socio-economic disadvantages of these groups of young adults. Following, young adults minorities face a high degree of vulnerability that places them at greater risk for negative outcomes. Thus, there is a need to enhance human rights education in the society to prevent unequal treatment of young adults and to get opportunity of minority young adults for future and better inclusion in the society. Effective human rights education not only provides knowledge about human rights and the mechanisms that protect them, but also develops the skills needed to promote, defend and apply human rights in daily life. “Pathway to equality (PTE)” project aims to strengthen the competences of adult educators in key concepts of human rights education with minority young adults and provide them the necessary knowledge and tools as learning resources to promote equality and address intolerance in the society.The direct target group of the project will be adult educators involved in adult learning who will upgrade their skills in human rights education, whereas the indirect target group are young adults learners.All project activities will be strictly interconnected each other and project objectives will be achieved through a careful project planning and defined project methodology. In fact, the project will be managed in a collaborative way, based on collective intelligence and regular communication.Details of the schedule can be seen in the schedule (see GANTT chart). This schedule will be used as a base for the overall project management and tracking of the project milestones. This methodology also mean that steps must be realized in time bound manner as any lateness or missing parts can have direct influence on other partner work. The following methodology will be applied: Plan, Do, Check, Act. The main outcomes of the project will be: four transnational meetings, four outputs, two training events and four multiplier events. All outputs will be available as OERs.Adult educators will:-Develop new skills and knowledge in key concepts of human rights of young adults minority, which is an important issue in Europe right now and on the role that adult educators can play and so raise the impact of their work. - Reinforce practical methods, tools and practices that they can adopt and adapt to their context and so make it easier to protect human rights of young adults minority and promote tolerance and equality. This will happen through the specific skills that they will acquire through the TEs (C1&C2) and the other projects outputs.-Raise participants' capacity and motivation to apply new methods and implement local multiplying events.-An increased network with colleagues from other countries and organizations with the common goal of developing quality projects in the future.-Improve their abilities to deal with new situations and unexpected ones, thanks to specific skills in working with young adults through non-formal and formal education.-Act as multipliers of knowledge acquired in their local area, especially of other Erasmus+ projects giving educational opportunities to the young adults of the local context.-Present Erasmus+ framework and capacitate the participants to take advantage of future learning, mobility or volunteering opportunities.

It is apparent that, in many fields such as labour, rights enjoyment, social discriminations and political participation, gender gap is a fact. For the European Commission, gender inequality has been at the core of discussions since the creation of the Roadmap for equality between women and men in 2006, followed by the EU Plan of Action on Gender Equality and Women's Empowerment in Development in 2016. The growing gender violence among young people (WHO data: over 10,000 deaths in one year in Europe), particularly millennials, requires a deep understanding of the phenomenon and an effective implementation of innovative practices in terms of preemption in youth working through digital practices and countering-hatred approach.Plus, with the presence of new challenges in terms of digital education as well as intercultural issues, partly due to recent migrations and flows of refugees, gender as an autonomous theme of discussion has partly lost its track and its impact in terms of public opinion. As youth trends with reference to gender roles and growing sexual violence, particularly in the cyber-space, are becoming a structural situation, we have shown a strong need in radically changing such a situation by investing in high-quality youth working. However, empirically, many associations in Europe still treat gender issues more as an add-on to their work than as a structural issue. This means that gender matters are reduced to a simple ratio balance (e.g. how many men/women are involved in a training course), to how the concrete accommodation of participants is arranged, or only to the organisation of special courses aimed at ‘solving’ the issue. On the other hand, the GENDERS project has entailed a systematic attempt to focus on a simple yet complex methodology to make gender mainstreaming feasible and attractive for young people and youth workers new to the topic. GENDERS has focused on gender-mainstreaming as a way to support youth organisations in assessing their work through gender lenses, would it be when it comes to their structure (board of members, decision-making mechanisms, etc.), their youth work activities, their internal and external communication, and the level of equity in the involvement of their volunteers. The focus of the project has also been on young people to challenge and break down stereotypes and to address youth who often ignore or are not prepared enough to counter traditional and inflexible gender roles, substantially repeating existing models.Our work has been to create a simple way to self-assess one’s youth organisation through an online questionnaire on gender-friendliness - the idea has been to set up a tool to convert input data into a measurable outcome that could guide young people of youth organisations to have a clear idea about their work on gender mainstreaming.The ICT tool has been integrated into www.gendersproject.eu, a web-platform which also offers support from problem identification, awareness and creative solution ideas for collective decision-making, as well as new practices to be included in youth working activities in the technical features of an e-learning environment. The ICT tool and the information and methodology in it has been compiled based on 1) national research carried out in all the project partners’ countries, which emphasised the current needs and existing practices on the topic 2) the input and feedback from youth at the three training events organised 3) the input and feedback from youth at the many dissemination activities organised by different partners. The three trainings organised within the project played a specific role in the development of the final output: participants of C1 were asked for input and discussed the methodology and topics needed to be addressed, participants of C2 were beta-testing the platform, giving further input and feedback and participants of C3 were using the platform as a learning tool, giving feedback to the final details. The target groups of the trainings were thus selected accordingly, C1 and C2 were targeted towards staff, youth workers and trainers working on gender mainstreaming, while C3 was targeted towards youth and youth workers not knowledgeable or involved in the topic yet.In addition to the participants of the trainings, many other target groups were involved in the project. The many dissemination activities and side projects of the partners involved thousands more young people all around Europe. Workshops, presentations of and consultations on the platform were conducted with youth. Experts, policy- and decision-makers and other NGO representatives were involved in conferences, panel discussions and activities to bring youth together with the important stakeholders of the field.The project has been supported by four partners coming from Belgium, Spain, Italy and Romania active in gender education in the youth field in Europe.

The share of young people between the ages of 20 and 34 years neither in employment nor in education and training (NEETs) in the EU in 2017 (data for 2018 will be available on June 2019) stood at 17.2% and at 29.5% in Italy, 21.4% in Bulgaria, 20.8% in Spain and 14.2% in Estonia (source: Eurostat). The economic crisis that affected Europe in the last decade has led to high levels of youth unemployment and thus disengagement among young people with a record number of NEETs in 2013. Lowering youth unemployment and avoiding that a whole generation of young people in the EU could remain out of the labour market for years to come is at the heart of the EU policy agenda. For this reason, the EU commission launched several key actions to encourage youth employment and reduce the number of NEETs such as the “Youth Guarantee”, “European Solidarity Corps”, “Quality Framework for Traineeships”, “European Framework for Quality and Effective Apprenticeships” and particularly “Investing in Europe's youth” through which the EU commission increased of EUR 200 million the Erasmus+ budget until 2020 to encourage participation of young people in society and solidarity work.In this sense, Erasmus+ confirms the value and the impact of youth work to create better opportunities for young people in a NEET situation and to enable their active involvement in society and integration into the labour market. In other words, youth work appears to offer untapped potentials for developing new resources and solutions for young Europeans NEETs through activities conducted by youth workers in a supportive setting. Considering all that, the main objective of “SustaiNEET” is to increase participation of NEETs into the labour market and in education through up-skilling youth workers in effective engagement methodologies. A secondary aim is to raise awareness of the heterogeneity of the NEET population across member states so that adaptations can accommodate diversity in the NEETs profile. Specifically, SustaiNEET aims to give the possibility to youth workers for better and more targeted provision of services through the use of tools which will be implemented under the project.The main target group of SustaiNEET are youth workers dealing with NEETs, who wish to enhance their competences, qualifications and approaches in order to be able to be more competitive professionals and aim to provide the NEETs with better assistance and support them to become more employable or continue their education so as to attain their career goals.Project results will be achieved through a careful project planning and defined project methodology. In fact, the project will be managed in a collaborative way, based on collective intelligence and regular communication. The following methodology will be applied: Plan, Do, Check, Act (PDCA). The project has been designed over 20 months to happen in 3 major consecutive phases. The project will have the following main activities:-Comparison State of Art of youth workers and NEETs report.-Two Intellectual Outputs (e-learning modules & Digital Guide of best practices).-Three International meetings.-One Training event.-Local workshops and dissemination activities.The project will have direct, positive effects on the different participants as they will acquire more specialized knowledge on the issue of vulnerable young people in NEET situations and be able to create new initiatives which foster NEETs active involvement in society and integration into the labour market as well as through the peer-learning among youth workers there will be concrete opportunities of intercultural contact as well as upskilling professional competences, adding comparative assessment and rating of the results, the perception of a professional growth and greater social recognition of educational mission by stakeholders.

<< Background >>The COVID pandemic, while challenging to so many, has had a disproportionate impact on small and medium-sized enterprises (SMEs), bringing the rate of SME bankruptcy and closure to skyrocket and changed consumer behaviour forever, having more consumers now ordering goods online. For this reason, SMEs need to stop expecting business to return to “normal.” There’s no going back to how it was anytime soon. Even before the pandemic and economic crisis, SMEs had been fighting a fierce battle against Amazon and other e-commerce players. Those challenges have now accelerated at staggering speed. The latest data from McKinsey (2021) shows that consumers are likely to keep the behaviours they’ve adopted amid stay-at-home orders, such as always more online shopping. Undoubtedly, as COVID-19 continues to be out of control, setting up a new company in these current times has its share of challenges and this is especially true for young people. Following, Entrepreneurship is Online (EIO) will tackle the challenges that COVID-19 brought to young people-aspiring entrepreneurs, namely, the pandemic has accelerated the process of digital transformation across almost all sectors of businesses, creating opportunities but also new barriers for young people. EIO will help young people to better leverage on digital tools and set an online presence to run their future business and create solutions to solve the problems of their communities so that they can have a chance to survive the crisis and even thrive in the long term. The future envisioned post-COVID is one where young people are prepared and enabled through technology to run their business in order to operate across the EU common market. However, even though young people of today are surrounded by digital technology, they are not equally equipped for their technology rich future: various kinds of digital divides still prevail in the society. In this sense, it is possible to find young people, who want to develop their own business, but lack completely online presence skills.<< Objectives >>Following, “Entrepreneurship is Online (EIO)” aims to promote entrepreneurial education by boosting key competences in digital marketing, online presence and branding among youth workers and young people in order to improve their entrepreneurial capacity to teach and learn about how to start new businesses and how to reach current markets online. EIO specific objectives:•To create educational tools and open educational resources (OERs) about entrepreneurship and online presence for youth workers and young people and so boosting their key competences•To upgrade pedagogical skills and qualifications of youth workers in the areas covered by the project (entrepreneurship and online presence)•To provide a pedagogical strategy for youth workers that will support them to facilitate learning processes on entrepreneurship through online presence and e-learning.EIO direct target groups:-youth workers which need support to upgrade their pedagogic approach and knowledge to deliver entrepreneurial programmes which include online presence education.-Young people, including the fewer opportunities one, which need more appropriate entrepreneurial education to develop their skills for opening a business.<< Implementation >>EIO partners will realize the following activities:• Kickoff Meeting (Denmark)• EIO Handbook (project result one)• First intermediate meeting (Italy)• E-learning programme (project result two)• First training event (C1, Cyprus)• Blended mobility of young people (C2, Denmark)• Second intermediate meeting (Cyprus)• Toolkit for youth workers (project result 3)• Second training event (C3, Italy)• Methodology Pack (project result 4)• Final conference (E1, Cyprus)• Final conference (E2, Denmark)• Final conference (E3, Spain)• Final conference (E4, Denmark)• Final meeting (Spain)• Dissemination and Communication activities.The following methodology will be applied: Plan, Do, Check, Act. This aims to constantly monitor the project advancement and to ensure permanent quality improvement. This methodology also mean that steps must be realized in time bound manner as any lateness or missing parts can have direct influence on other partner work. Feedbacks will be used for the continuous improvement of the project, using the PDCA method (plan, do, check, act).<< Results >>At local level and regional level:-Partner organisations will bring the good practices and knowledge acquired to life through the implementation of new activities and programme fostering the entrepreneurial and digital skills of young people.-Improved quality and access to youth entrepreneurial training for young people with fewer opportunities. Young people will improve their digital skills and so will be able to set an online presence for their business and create value for all their community. -Inclusion of the EIO Handbook (PR1) and of the two competences frameworks for youth workers and young people, E-learning programme (PR2), Toolkit for youth workers (PR3), Methodology Pack (PR4) into the existing curricula of local and regional youth entities and other interested stakeholders, for starting offering support to young people – aspiring entrepreneurs.At national level:-The e-learning programme (PR2) and the Moodle online platform will engage relevant stakeholders in the process and introducing them to the benefits of the open learning and specifically with respect to entrepreneurship and online business presence. -To raise the discussion on the necessity to add on the mission of youth education also the duty to support young people – aspiring entrepreneurs not just in acquiring entrepreneurial skills but also digital skills that will help them once open their business to survive and success.-Inclusion of the EIO project results into the existing curricula of national youth organizations/institutions, as an additional training section focused on supporting entrepreneurs.-Better use of EU funding with an increased number of projects supporting young people – aspiring entrepreneurs etc.At European level:-Increased European competitiveness and contribution to the acceleration of economic growth through the improvement of tools linked to entrepreneurship and business creation support, helping young people in all stages of their business life cycle, avoiding that they will lost business opportunities because of the lack of an online presence and so supporting the capacity of young people to engage in growth in regional, national and international markets. -The two competence framework created for youth workers and young people (part of PR1), will provide a set of competences (knowledge, skills and personal abilities) needed in order to reach an adequate level of “command” in the online presence and entrepreneurship. -The developed multilingual PRs and e-learning programme (PR2) in English and partners languages will allow worldwide accessibility to EIO project results and so foster the use of project results a transnational level.-An increased awareness of the role that youth education can play in helping young people – aspiring entrepreneurs to face the economic crisis generated by COVID-19.

<< Objectives >>EDUPLAT aims to be an Educational network where students, families, schools, teachers and other professionals in education can collaborate, sharing resources and adding value to all contributions and contributors. The project’s implementation achievements expected are its three main specific objectives:I -Enlargement of the network of active and passive participants. II -Collection of Educational Resources and templates shared. III- Ideas for the future platform prototype generated.<< Implementation >>5 main activities:-April 2022 . Online Summit: Kick-off meeting -June. International Congress in Portugal : Transferring innovative practices in Language Teaching. -November. International Congress in Greece: Transferring innovative teachers’ practices in Gamification. -January 2023. International Summit in Italy: Prototyping the transferring of innovative teachers’ practices. -March. International Summit in Spain: Amplifying the transferring of innovative teachers’ practices.<< Results >>Due to the strategy implemented, the project’s expected results are directly related to its three main specific objectives:I -Enlargement of the network of active and passive participants. Over 1500 participants (300 in each of the countries members of the consortium) and 300 in other countries.II -A collection of over 600 Educational Resources (especially in the areas of language teaching and gamification) and 60 templates (to produce others). III- A model for the future platform prototype