"CONTEXT:In general, the non-wood forest products have always been - and remain - an important element of forest resource. However, until recently, not enough attention to their management and utilization lent .Paradoxically, in some cases a better understanding of non-wood forest products will be directly related to a process that causes destruction. As cultures and communities evolve towards a market economy tends to reduce the use of non-wood products for subsistence; Unfortunately, in general, this decline has not been accompanied by improved management of some non-wood products as an integral part of the development process. Consequently it is easy for traditional knowledge about those products are lost. Too often the true value of these products is perceived in the community is 0 at national level where supply sources have disappeared, either through lack of appropriate management measures, or measures of development without vision.OBJECTIVES:• Promote better information , transfer and recognition of youth employment and nonformal at European, national , regional and local level teaching. • Improve the capacity of the VET system as to the needs of the labor market in the NWFP sector. • Modernize and exploit the potential of economic development and innovation in the EU to increase the competitiveness of the forest sector. • Facilitate labor mobility, recognition at European level in the labor market by integrating business practices based learning. • Cooperate among the organizations in program countries in forestry.TARGET GROUPS:• Employers, workers and entrepreneurs related to rural activities and forestry, especially those working non-timber forest products. • Educational authorities ( teachers and trainers) . • Social agents in rural areas, groups and Unions Local Action. • Unqualified young rural women in search of "" first job "" or socially discriminated . • Youth and marginalized groups unemployed or uneducated finished studies encounter difficulties in accessing active and working life.ACTIVITIES:• Creating a Thematic Network , European Monitoring Centre for New Qualifications in the Forestry Sector and Resource Center Information and Online Learning, through which the integrated training, qualifications, monitoring, job creation system and will be organized tools to promote transparency of qualifications and the exchange of best practices on non- wood forest products.• Development of a Guide to Good Practice for the Management and Management of Non-wood Forest Products, indicating the steps for the modernization and adaptation of innovative European systems transformation , depending on quality. • Project web page to provide information , allow the dissemination of project activities and platform support training and telecommuting (Moodle ). • Imparting 4 courses and 36 seminars dissemination and exchange of best practices in NWFP .METHODOLOGY:• Design a basic non-formal training plan with the specific aim of encouraging entrepreneurship, competitiveness and employment through the development and acquisition of skills and competencies related to the real needs in the field of NWFP . • Integration of an innovative approach to teaching and learning, especially through a more strategic and integrated ICT and REA (web , Observatory, guide ... ) use. • Recognition of training modules for the new professional qualification through 4 pilot courses . • Organization 1 event set of training and learning short (5 days) as well as 2 training events combined mobility. • Establishment of a Broadcasting Plan and Use of Results .RESULTS:1. Thematic Network "" NWF Network"". 2. European Monitoring Centre for New Qualifications in the Forestry Sector (450 users).3. Resource Center Online Information and Learning (360 users).4. Guide to Good Practice for the Management and Management of Non-Wood Forest Products (1.800 copies). 5. Website of information and dissemination (3.000 visits). 6. Training and telecommuting Platform (Moodle ) . 7. 4 themed courses for curriculum validation NWFP. 8. 36 seminars and project dissemination and exchange of best practices in NWFP. 9. 3 Actions Training and Learning."

"""LIVING HERITAGE"" is a project of cooperation for innovation for the school education of a strategic partnership among 7 partners from 5 countries: Slovakia, Estonia, Greece, Spain and Portugal, led by Diputación de Palencia (Spain). Aims to:- Strengthen the profile of the field of formal and non-formal educators. - Promote the pedagogical update of teachers with peer teaching method. - Design a curriculum, methodological strategies and innovative educational materials for the transmission of the cultural heritage, especially valid to facilitate learning of students that underachieve , in groups with high diversity and/or schools with school drop-off issues and in disadvantaged rural areas. - Create links between school and public and private entities, related to the management of the heritage. - Develop educational experiences to promote intercultural and intergenerational exchange of material and intangible heritage. - Connect the European heritage through schools using ICT tools.The main direct target-groups are educators (from formal and non-formal education), which is why the project has involved schools, teachers' organizations and educational authorities. But also entities linked to local, regional and national heritage; associations and companies related to education, training and cultural tourism; managers of heritage; heritage interpreters and guides; cultural associations, foundations, museums and other heritage conservation entities (where educational programs are also developed), entities of local development, tourism, rural development, etc. The final recipients are Primary and Secondary students who will put into practice the results obtained.Among these stakeholder groups have been achieved more than 150 accessions and collaborations that have contributed to the project in an important way and have made possible the final contact with more than 2000 beneficiaries and the direct participation of about 300 people in the Workshops, multiplier events and activities developed throughout the project. In addition, a network of experts has been created to support the project and the evaluation of the results.Thanks to ICT and the effort to disseminate results, which continues to be done to ensure sustainability, it is estimated that at least 2300 beneficiaries will be able to participate with access to the intellectual products and results of the project.The main actions and intellectual outputs (IO) have been:1) Creation of a methodology among peers called Peer Leraning Method (on which the Workshops for educators were based) -IO1.2) Development of school curriculum on European cultural heritage (Primary and Secondary) -IO2, based on a previous analysis3) Preparation and impression of a methodological guide-IO34) Educational materials for implementation-IO45) Development of a Seminar and Multi-Agent Sessions (for dissemination and evaluation among interested agents)7) Transnational, face-to-face and remote meetings and a whole system of communication, coordination and follow-up, as well as dissemination of results8) Educator training courseThe intellectual products have been created in 6 languages (5 of the project and in English), have been supported by local and regional authorities and are accessible to schools, heritage managers and socio-economic fabric related to cultural heritage in Europe.The main impact in the short and medium term has been the strengthening of contents, competences and methodology in the area of European cultural heritage and therefore the profile of educators and the creation of communication networks between participants, direct and indirect.The medium and long term benefits are expected: 1) The creation of open results (OER) will allow its use, extension and improvement by professionals and agents of education and heritage. 2) Support for the strategies generated by educational authorities for their incorporation into the educational programs of schools and the non-formal sector. 3) The internationalization of educational curricula through their incorporation into European communication networks.All with the overall objective of supporting European policies that aim to make the European cultural heritage a point of community interaction with great educational value and social cohesion, but also to turn it into a good with future projection and great interest for sustainable economic development of many areas."

"CONTEXT: In the community support framework 2,000-2006 and the 2007-2013 financial framework of 39% of all projects had implications for rural development. These data should be added to the Community initiative LEADER + rural development specific. Does not exist in the Member States a vocational qualification, or Transversal competence in community rural development within the professional families of MEC (Marco Europeo de las Cualificaciones), without specific training to prepare versatile professionals adapted to these specific needs. OBJETIVES: 1) Develop, recognize and validate a Transversal Competence (horizontal Priority Strategic Partnerships in the field of education, training and youth ) in the European Qualifications Framework ( EQF) for a new professional profile "" rural community development technician HORIZON 2020 ""to contribute to European rural development strategy that takes into account the regulations and related EU directives rural areas . Transferable skill that will be included in the professional qualifications of the following professional families of related INCUAL rural areas in the EU: 1) land ; 2) hospitality and tourism ; 3) food industries; 4) safety and environment ; 5 ) energy and water; 6) sociocultural community services and 7) physical and sports activities .2) Increase transparency of this new professional competence to influence qualifications and employability through the professionalization of rural development. Over 60% of workers in the sector or have no formal qualifications or are not high and unrecognized . They are necessary qualified to advise , train, assist and implement the work of all stakeholder rural professionals.3) innovative pedagogical approach based on TRAINING IN ALTERNATING OR DUAL referred to alternating learning in rural enterprise ( multiple jobs ) and the school as a successful recipe for successful transitions to work and having the following 4) Develop a methodology for cooperation centers formal and non-formal agricultural unions, local authorities and local action groups of LEADER , to facilitate the development Itinerary serve rural economies.5 ) Design the units cross competition (valid for seven professional families ) and appropriate for the development of the training on 7 areas with the completion of a pilot training course in 6 countries to validate the technical manuals professional profile.PARTICIPANTS- ACTIVITIES: 1 ) Each partner will perform in the first six months 6 local seminars informative, explaining the project to sign RURALITY 25 accessions to the stakeholder project (total 175 indirect beneficiaries).2) For the selection of the 20 students in the course structured pilot training each of the 7 partner contacted over 450 potential beneficiaries: a) agricultural centers, formal or informal training working in vocational training. b) Local Action Groups (LEADER projects) working in the area of rural development and help start-ups. c) family and small business companies where the Agent is a tool to facilitate communication with job seekers, improving demand-employment relationship needs real labor. d) Unemployed receive support Agent Development to abandon their unemployment by contacting with companies or individuals and counseling for self-employment, management training needs. e) national / regional for approval and government agencies who need professional development (municipalities, municipal councils, prefectures, regional authorities, local action groups, agricultural unions) educational authorities.3) Indirect beneficiaries through INTELLECTUAL OUTPUTS contemplating applying ICT (Facebook, Website, Linkedin, New Letter ..) and will be approximately 2,200 indirect beneficiaries.RESULTS-IMPACT: 1) Study and analysis of the occupational families and existing qualifications in Europe to adapt to Cross competition with professional qualification level 1, 2 and 3 of the following professional families.2) Community rules required Research 2014-2020 report on the potential for job creation in rural areas and entrepreneurship in 2020. HORIZON to know the potential of R & D applied to rural areas, which is a priority of the EAFRD Regulation and HORIZON 2020.3) Development of competencies: curriculum complete with the following training modules and pilot course in six countries.4) Teaching materials for students: alternating training twofold: the part of an innovative Guide alternating pedagogical methodology based learning approach between enterprises and schools; union of theory and practice, systematic and random. Rural business practices are considered an important factor in student learning.5) The materials methodology Guide Open Educational Resources ""rurality"" (OER); publishing the results according to. free ""digitized materials offered and open to educators, students and self-learneS."

"The Erasmus + ""AllTourist"" KA2 project is an educational innovation project for vocational training in the field of social tourism, developed by a strategic partnership of 5 partners (the OITS: International Social Tourism Organization, the University of Jaén, Adesper, the Rotta dei Fenici and Siksali Arendusselts MTÜ), from 4 countries of the European Union (France, Spain, Italy and Estonia), led by the University of Jaén.The project is based on developing, recognizing and validating a training action consisting of a Cross-Cutting Competence in the European Qualifications Framework (MEC) for a new professional profile of ""Specialist in Social Tourism"". There are 5 project objectives: Diagnose the knowledge (skills) that future professionals of social tourism in Europe should have. Design the necessary materials so that the training centres can develop this training (manuals, materials, etc.). Test the suitability of the proposal through pilot courses in the countries of the partners. Disseminate, promote and make accessible our proposal through universal means of dissemination and accessible to all types of users (including people with disabilities). Obtain recognition from the Spanish qualifications institute (ideally also in the partner countries of the project).Thanks to the AllTourist Project, the final recipients will be able to have access to social tourism training in 5 main strategic lines: CORPORATE SOCIAL RESPONSIBILITY, SOLIDARITY, SUSTAINABILITY, INFORMATION, TRAINING AND AWARENESS and TRANSVERSALITY for the inclusion in general policies and tourism development in particular.The main direct recipients are training centres in the areas that can benefit from social tourism, which is why they have involved educational institutions in the field of tourism, universities, local development associations, small entrepreneurs of new forms of tourism, interpretive guides, specialists in the enhancement of heritage and entities specializing in social tourism, which ensure a continuous and sustainable dissemination of the project and its products. The final recipients will be the current and future professionals of activities related to tourism, local development and the dissemination of heritage, which benefit not only the sectors most in need of them, but also (as can be seen in the O5), whole of society.On the other hand, the European Union itself needs the training of professionals in social tourism capable of developing, implementing and coordinating their priorities in tourism policy. The project was approved with a significant budget cut, eliminating the subsidies for O1 and O2 products, despite which the AllTourist decided to develop them also to have a better diagnosis of the current situation of training in Social Tourism in the EU and a more global vision of how it could be implemented in regulated training. Both products have been downloaded in the corresponding platform.O1: Investigation of community regulations 2014-2020. From the prospection work carried out, it can be deduced that, up to now, there are no specific regulated training proposals in this field and nevertheless there is a clear need and a growing demand. O2: Development of the transversal competence of ""specialist in social tourism HORIZONTE 20202. A competition proposal in Social Tourism has been developed.O3: Pilot structured training course for the evaluation and testing of the new competence. Five pilot courses have been developed (1 for each partner) in the 4 project countries. The development of these courses involved new inputs that improved the design and contents of the O4 and O5. O4: Pedagogical materials for students. In addition to developing a training material in dual alternation, during the transnational meetings was seen the need to develop a complementary verification sheet that has also been developed.O5: Methodological guide with open educational materials (OER). It has been developed in the 4 languages of the partners and in English. It has a specific section of Social Tourism marketing. This is an innovation worldwide; there were no reference materials on a subject that is crucial for the experts. It is accessible to people with visual disabilities. E2: Evaluation seminar. An evaluation seminar was held at the University of Jaén with the assistance of ... In addition, the World President of the OITS was present, who showed the interest and relevance of the training proposal developed by AllTourist. In total, 119 organizations and experts joined, involving more than 21.328 indirect beneficiaries. In addition, the participation of the ISTO ensures the involvement of 150 agencies in 36 countries and future access to the UNWTO."

Context: The achievement of the objectives set in the European policies for the conservation and sustainable use of geodiversity require intensifying efforts for their proper integration and consideration in sectoral policies, since only in this way will the positive links between the conservation of geological heritage be understood and reinforced. and economic and social development. This demand is especially required in the tourism sector, one of the most important in terms of its economic impact on a European level.Geodiversity is increasingly being one of the factors that motivate travel, since the variety of geological landscapes and their well-preserved ecosystems act as a basic attraction of tourist destinations. These destinations have been reinforced with the creation of the Geoparks figures.After the execution of this project, a very practical and transferable documentation has been obtained to all the areas recognized as Geopark or, in general, to all those areas with important geological heritage. Knowing the bases of geology, its names, its causes and effects, the fact of encountering geology on a daily basis, knowing the European geological heritage, the characteristics of the underground heritage, often overlooked, what are Geoparks, how they work and The existing network and finally how to undertake Geotourism once the typology of tourists has been known and recognized, are the essential bases for developing Geotourism products with the quality demanded by the 21st Century Tourist.OBJECTIVE: Generate the content of two new units of competence at the European level that respond to the demand for the creation and promotion of geological tourism products in relation to geodiversity: • Provide support and assistance services to tourists and visitors and design geotourism itineraries through points of geological interest. • Interpret the geological heritage and its values ​​to tourists and visitors to European Geoparks. RECIPIENTS:The direct beneficiaries have been people who have actively participated in the development of the project who, in addition to the staff of social entities, have been all the people who have participated in seminars, multiplier events, etc. in addition to the people who have visited the web and downloaded the materials. Likewise, the stakeholders as well as, indirectly, all the students of the educational centers in the areas of influence of the social entities. A total of 7,200 direct and indirect beneficiaries are estimated to be involved in the execution of the project activities as well as their dissemination and transfer: • Geologists and geology students • Experts in geological heritage. • Environmental managers. • Guides and interprets nature. • Local development agents. • Leisure, active tourism, free time and nature companies. • Education and training centers and authorities. • Young people who enter a situation of unemployment. • Adults in a situation of reconversion and long-term unemployed. ACTIVITIES: A) Intellectual Products: • Contents and units of competence. • Pedagogical materials (Teaching Units). • Multimedia materials • Training course for the validation of competences. B) Multiplier events:176 participants • Dissemination seminars = 316 participants. C) Joint training event for staff = 18 participants D) Others: • Transnational Meetings, 4 Meetings, one of them virtual due to COVID • Collaboration agreements with interested parties, 33.• Online content, updated the web with all the information • Social networks (Facebook and twitter) • Results Dissemination Plan. METHODOLOGY: A) Design of a basic non-formal training plan to encourage entrepreneurship, competitiveness and job placement through the development and acquisition of skills and competencies related to the real needs of Geoparks. B) Integration of an innovative approach to teaching and learning in geotourism, through an integrated use of NNTT. C) Promotion of equal opportunities and employability in the area of ​​influence of the Geoparks. E) Establishment of a Dissemination Plan to provide information on the results of the project to key stakeholders. RESULTS: • Result 1: Training modules. Digital document consisting of 351 pages in 6 languages. • Result 2: e-learning course. Impact: 172 students. • Result 3: Multimedia material. Impact: 5 teaching units in at least 16 multimedia resources • Result 4: Project website. Impact: users.• Result 5: Dissemination seminars. Impact: 13 seminars = 316 participants • Result 6: Transnational meetings. Impact: 4 meetings with 42 participants.