As modern societies and economies are changing due to, amongst others, globalisation and technological progress, they rely heavily on highly educated and competent people. Key competences for personal development, employability, active citizenship and social inclusion for growth, employment and participation in society is a crucial theme of the European Education Area. Rural areas as an opportunity for the development of basic skills and key competences is a constituent part of European agenda for the implementation of the Education and Training 2020 strategic framework in the field of adult education. Its contents refer to several priority fields of the renewed EU Agenda for Adult Learning with special emphasis on providing opportunities for adults to develop all forms of basic skills and key competences, intensifying intergenerational cooperation and partnerships at local level, in this particular case in a rural area.The Legends project seeks to develop and implement a methodology for obtaining key compences by exploring intagible heritage - traditional myths and legends in Europe. It addresses adults in rural and remote areas to involve learners with geographical, economic and cultural barriers for learning. The project offers a completely innovative methods and contents by bridging traditional myths and legends with adults’ key competence development. There is striking interest in the myths and legends today thans to their influences in the contemporary culture. E.g. references to Norse mythology became common in science fiction and fantasy literature, role-playing games, and eventually other cultural products such as Japanese manga and the Marvel universe. Over the last 12 or so years, bestselling children’s and young adult authors Joanne Harris and Francesca Simon have written novels with Norse mythic themes. Even Game of Thrones’ icy world beyond the Wall, with its Three-Eyed Raven and White Walkers, riffs on Odin and the frost-giants.In the Legends project the cultural and European heritage linked to myths and legends will take shape in learning material and will continue to express their values through the process of contextualization of the messages inherent in each reading with the specific learning themes with which each legend will have a particular harmony. There are four main archetypes or models of simple story form, that will be refered within the project methodology to key competences:•Heroes and legends – stories about heroic actions. These stories are the heart of mythology through which important cultural values and practices are passed on. Concerned key competence: Active citizenship •Making discoveries – stories of the process that led to an important discovery. These stories guide others toward making their own discoveries or inventing new or better ways of doing things. Concerned key competence: Entrepreneurship•Personal change – tales about self-discovery and personal revelations. These stories are particularly helpful when teaching about how our actions have an impact on others. Concerned key competence: Interpersonal skills, and the ability to adopt new competences•Lessons learned – stories that describe failures and successes, allowing others to avoid mistakes or reach a successful outcome. Concerned key competence: Cultural awareness and expressionThe overall aim of the project is to develop adult learners’ relevant 21st century skills (active citizenship, entrepreneurship, interpersonal skills, and the ability to adopt new competences, cultural awareness and expression, digital and technology-based competences) and foster the learners’ knowledge of the rich European cultural heritage and its values by applying innovative learning approaches and materials consequently improving people’s education level and bringing them closer to cultural heritage, history and the common values of Europe, enhancing their overall development and employability.Legends specific objectives focus on:•Exploring European cultural heritage, such as myths and legends, and their contextualization as cultural and behavioral models to support the learning process and key competence development•Designing and testing a training program for key competence development•Developing “Legend of today” - a story-based digital interactive educational product based on gamification approach with materials and tools to gain core competences and life skills, and to develop learners digital and technology-based competences.Legends project builds its methodology on experiences of 5 partner organisations in adult education and training, and creativity and digitalization of education, and will produce and disseminate at EU level intellectual outputs that will significantly contribute to the innovation of the adult sector in partner countries and beyond.

Although nursing is mostly regulated across the EU, there are limitations regarding nursing assistant/care workers regulation, which vary considerably among different member states. Most regulators require language testing as part of the process of registration and accessing the profession in the host country. The reasons behind this are about patient safety. Healthcare decision making requires that the patient and professional are able to exchange information clearly and freely. Being generally competent in the language of the hosting country did not mean they had the ‘right’ language skills. Moreover, in nursing and caregiving work language is used to facilitate quality care and inform and educate recipients of that care. Language and communication skills and proper cultural behaviours become a fundamental tool in order to increase the job opportunities of health personnel.The Pulse 2.0 project will reinforce and facilitate language and communication competences relevant to the medical workplace in order to improve employability and enhance European competitiveness. The project aims at: improvement and assessment of language, communicative and intercultural competences of nursing assistant and caregivers who work or plan to work in a foreign country Improvement of capacities of VET and language education providers by delivering to them tailored products: workplace language learning and assessment didactic and tools relevant to lower-skilled healthcare professional groupsThe project addresses nursing assistants and personal care workers in mobility or planning mobility, organisations providing tailored training for health care staff, and employers in the health care sector by:- designing, piloting and validating assessment tools aimed at measuring language proficiency in Swedish, Italian and German as foreign languages in an occupational context, more specifically in the nursing and caregiving sector in Sweden, Austria and Italy.- providing an autonomous access to innovative language learning resources and instruments for language skills testing;- facilitating the development of innovative language learning and assessment practices in the field of vocational education and training;- rising awareness of needs of inclusion and of cultural and linguistic diversity in a professional context.The steps for development of the project activities are as follows:• Setting up a network of stakeholders as partners in the development, testing, application and in sustaining the project results after the project endresearch study on the needs for language, communication and intercultural competencies of foreign nursing assistant and caregivers in Sweden, Italy and Austria Development of Methodology for assessment of workplace language and communication for nursing assistants and caregiversDevelopment of Assessment tool - task-based and domain-specific language proficiency tests in Swedish, Italian and German, related to CEFR B1. Development of Learning tool - full package with online preparation materials for the assessment tests in Swedish, Italian and German, designed to be used as part of a VET training , or as self-training.• Piloting the learning and assessment tools in Sweden, Italy, Austria and RomaniaOrganisation of exploitation events in 4 countries for dissemination, valorisation and sustainability. The project’s envisaged outcomes and results (both during the project lifetime and after its end) are:improved linguistic, communication and intercultural skills of foreign nursing assistants and caregivers relevant to the medical workplace, and thus improved employability and enhanced European competitiveness in the sector;improved transversal competences of nursing learners and staff: learning to learn skills and digital competencesincreased motivation of foreign lower-skilled healthcare professional groups a to get involved in language learning and assessment processes providing them with an autonomous access to innovative language assessment resources and instruments for language skills testing Self-recognition by migrant workers of their own skills and competencescontributing to capacity development of VET and language education providers by delivering to them tailored products for workplace language learning and assessment didactic and materials relevant to medical sectordeveloped tools and models for assessment of linguistic and communicative competences of nursing assistants and caregiversraised awareness of inclusion needs, the need to fight racism, prejudice and xenophobia, and the need of cultural and linguistic diversity in a professional contextPulse 2.0 will be implemented by 5 organisations from 5 European countries. European collaboration implies finding more sustainable solutions and establishing a strong international partnership team for future work in this area.

<< Background >>The COVID-19 pandemic has made the need to accelerate the digital transition in Europe more pressing. Since digitization is an essential element to respond to this crisis.In October 2020, the EU invited the Commission to present a global Digital Compass specifically setting out the EU's digital ambitions for 2030. The Commission presented its proposal with a structure in four main areas:• Capabilities• Business,• Public services,• Infrastructures.The proposal presents a vision for Europe's digital transformation with specific targets and milestones to be achieved by 2030. (Europe's Digital Decade: digital targets for 2030 (European Commission)EU Member States recognize the need to strengthen, modernize and clarify the rules on digital services in order to:• ensure the safety of online users,• enable the growth of innovative digital companies.The Commission proposes ambitious new rules to better regulate the digital space and digital services, in particular social media platforms. The main goals are:• ensure that digital users have access to safe products and protect the fundamental rights of such users,• Allow free and fair competition in digital sectors to drive innovation and growth.It is known to all that since March 2020 the global pandemic situation has completely changed the economy and the uses and customs of consumers.The pandemic has resulted in a rapid maturation of electronic commerce. During the worst months of contagion, consumers substantially increased the use of online purchases and companies have been forced to adapt to this new reality. Confinement and fear of face-to-face contact have led to a boost in the digitization of consumer channels and the increase in e-commerce.For a few months, specialists have warned of the acquisition of new consumer habits hand in hand with the increase in electronic commerce. The situation has changed from one day to the next. This includes what we buy, when and how.Linked to this adaptation, the profiles of these professionals require adaptation to new times. Therefore, the commercial profile, which until now has been required, has had to adapt and re-qualify to become a commercial profile more linked to digitization.<< Objectives >>DIGITAIL project aims to work to identify, describe and develop the Professional Profile that will be necessary to convert the profile of a commercial, a digitilized commercial profile with the aim of promoting the digitization of the retail sector.<< Implementation >>Behind this overall project aim we are setting up the following detailed aims and outputs which will be available and achieved on the completion of the DIGITAIL project: 1) Implementation of an explorative research study to identify in detail the needs and requirements at the target group for the planned training programme. The study will implement core focus groups (also relevant for dissemination and exploitation reasons) with companies and the Retail sector responsibles and commerce staff there, VET experts and VET learners to define the knowledge and fields needed to bridge the gap between The actual situation without digotalization and the digitalized sector.2) Development of a modular and fragmentised training programme for retail sector responsible and staff in companies and businesses , European VET standards, European VET methodologies and instruments etc. The training programme will be divided into several small learning chunks which makes it possible to reflect the different realities and competence needs in the different European countries. The whole training programme shall have a total duration of about 80 - 100 learning hours. 3) Development of a handbook for Retail sector staff in companies showing modern digitalization on the basis of European VET principles and practical exercises<< Results >>The planned outcomes and results are: R 1: Explorative research: In all partner countries focus groups will be implemented with representatives of companies, VET system, teachers, trainers and VET learners. The focus groups are going to define the different learning fields required by new digitalized retail sector from companies on the basis of a discussion of modern EU VET principles and methods. A research study report will be deducted from the results, providing the basis for the deduction of learning modules and topics. R2: Development of a modular training programme for Retail sector´s companies managers, responsibles or VET students of commerce: the partnership will then be elaborating a highly modularised and fragmentised training programme for Retail sector´s companies managers, responsibles or VET students of commerce. The content of the training programme will be covering modern EU VET approaches, especially development and assessment of learning outcomes, validation of non formal and informal learning, recognition of learning outcomes, tools and methods for planning digitalization process. The training programme will be completed by a set of learning materials and tools to use. The whole duration of the complete programme should be planned for 80-100 learning hours, however depending on prior knowledge and also depending on needs of companies, also single modules can be chosen. In a transnational learning and teaching activity (LTTA) the training programme will be tested with min. 2 representatives of companies concerned with digitalization issues from each partner country which could then also act as trainers, supporters and multipliers for the local implementation of the training programme in each partner country with min. 10 other participants per country. R 3: Handbook: “Modern and digitalized Retail Sector in Europe – concepts, methods, practical application”: besides the training programme, the partnership will also elaborate a comprehensive handbook for responsibles persons in companies, where the core concepts of digitalization in Europe and their impact for Retail sector companies will be described. The handbook is planned as standalone output besides the training programme and is dedicated to persons not attending the training programme. Here the core success factor is the clear use of business language in the whole handbook to be credible and understandable in a business environment.

"The youth face many uncertainties regarding their future, due to fast technological change and proliferation of fake news and populism that affect political stability, demographic trends that impact their prospects of income for an elderly age, discrimination and social exclusion, which represent barriers for the youth objectives on being financially independent, taking control of their own life and help others to thrive. The stakes are high as the young generation is at risk of being less well-off than their parents, for the first time since the Second World War.The BLAST! project aims at fostering social inclusion through a non-formal learning programme on the Sustainable Revolution, through Blockchain and DTL emergent technologies. The project objectives are to develop a state of the art non-formal learning programme, complemented with video-based digital learning through digital Stelling to enhance youth engagement.C1 - BLAST! Learning Experience for 10 youth educators/workers/leaders. the BLAST! learning activity is designed to empower the youth workers/leaders that will later implement the learning programme pilots in the methodology and thematic. It will ensure that all the materials are harmonized and they represent a high-quality result which have a real application in real non-formal learning contexts.O3-6: Learning programme pilots. This activity will provide the opportunity to test all results and enable partners to make the necessary reengineering of the products. The learning pilots will take place in three EU countries (Ireland, Portugal and Turkey) counting with 30 young participants (15-22 years old).E1, E2, E3 - having a BLAST! in the Sustainable Revolution' Experience. The project will include national outreach workshops in order to engage a sizable number of participants (minimum 75) and ensure that the project has a wide impact across Europe.E4 - having a BLAST! in the Sustainable Revolution Final Conference (IE). The event will have a minimum of 30 national participants and appropriate media coverage enhancing the exposure of project results and products to relevant stakeholders.IO1– BLAST! Curriculum for Sustainable Revolution through BlockchainThe curriculum will comprise i) the Learning programme aim and objectives, ii) the Learning Outcomes per Learning Unit (climate change, natural disasters, biodiversity loss, ocean-health deterioration, air pollution and water scarcity), iii) the ""BLAST non-formal education methodology for Sustainable Revolution"" with a model of dialogic evaluation, and iv) the learning materials. This result will be available in EN, PT, TR and NL.IO2 – BLAST! non-formal education methodology for Sustainable Revolution The Blast project will adopt a non-formal education methodology, where a range of learning activities will be designed, each exploring one topic (Learning Unit) on the Sustainable Revolution. Youth workers and Youth leaders will have a guideline on how to implement the learning programme and guide the youth participants in achieving the Learning Outcomes. This result will be available in EN, PT, TR and NL.IO3 – BLAST! Learning programme In the scope of this IO, state of the art digital video-based learning materials will be developed (through a digital story telling approach), in bite sized units, on the topics of sustainable revolution. The videos will be have voice overs in EN, PT, TR and NL and will be subtitles in the same languages. At least one short animated video for each topic (Learning Unit) will be developed. After the completion of the videos, the BLAST! Learning programme (the BLAST! curriculum and the BLAST! methodology) will be tested in Ireland, Portugal and Turkey.IO4 – Good practices webinar for the implementation of the BLAST! ProgrammeA series of webinars will be organized by partners and their associated partners that will share there experiences, best practices and solutions regarding the BLAST! learning pilot implementation.All partners jointly cover the expertise needed to carry on project activities and deliver high quality outputs, each partner participating in specific tasks appropriate for their profile. All partners will participate in the Project Quality and Evaluation, Dissemination & Exploitation activities and on the peer-review stage of each output."

<< Background >>The AYC project aims to promote young people’s initiative and civic engagement and to contribute to quality and innovation in Youth Work by developing a range of engaging methods, tools and a non-formal learning programme to foster the inclusion and civic engagement of young people, with a particular emphasis on young people at risk of marginalisation and social exclusion. The project was developed collaboratively by 6 European partners based on the needs observed and their experience in youth work and youth education, digitalisation, civic participation and human rights. The development of the project was based on the need to raise awareness about the role of youth in shaping our current society and to promote concrete, innovative partnerships and solutions based on the implementation of meaningful actions involving EU youth from diverse backgrounds including those facing disadvantage. The focus of the project is directly related to issues that are most pressing for young people today - world crisis, climate emergency, peace and democracy, intercultural dialogue and multiligualism, equity and inclusion. Europe has become a more intercultural society with the iurgency of the climate emergency having an impact on a broad range of communities. It is through young people that these issues will now be addressed as they become the adults of the future who will inherit the current challenges facing Europe. This project enables young people to connect with wider society, to express their views in different ways and through different mediums and enables them to be heard as they take a direct role in and learn about civic awareness, media literacy. Young people develop the ability to understand and critically assess problems in society and how to take action to find concrete solutions, they learn how to independently create media messages that are about civic action, community and building a shared future for all at an EU level. Overall young people learn a range of core values and skills and learn how to communicate effectively in addressing issues facing society today, as they become champions for the future. The project enables youth to learn from and have access to Role Model stories, in which they can actually see themselves in action, enhancing their knowledge about digital activism and training them to address the current challenges they face in a critical and creative way.Youth workers/educator/leaders play an important role in assisting young people to take successful steps into civic awareness, activism and participation.<< Objectives >>The aim of the AYC project is to harness the potential of young people by focusing on ways to build and enable their capacity for civic participation and to promote their skills in digital engagement through creative, participatory actions and role models methodology.The AYC project aims to stimulate, equip and support:- Young people to exercise their right to self-expression, to be active, and to play a role in society and in governance- Young people to develop their critical thinking and reflection, media literacy, intercultural competence, fact-based argumentation, and advocacy- Young people to design positive actions by showing them ways to have influence on complex global issues (incl. world crisis, climate emergency, peace and democracy, intercultural dialogue and multilingualism, equity and inclusion) within their own communities and beyond- Youth Educators/Workers/Leaders in facilitating and supporting youth’s active participation in the social and civic life of the community, the country and in Europe, and supporting their digital, cultural and political participation- Youth workers with approaches and competencies to train and support civic participation, democracy, intercultural competences and human rights.<< Implementation >>Project activities are as follows:• Setting up a network of stakeholders in the partner countries. They will be involved in the research, development, testing, application and feedback of different project activities. They will be also used as the main channel for sustaining the project results after the project ends.• Performing research in partner countries for European case studies identification to showcase impact stories on youth civic initiatives• Identifying role models and telling their success stories digitally•Developing of guidance material for youth on online cultural and political participation and online volunteering•Developing and piloting a comprehensive training program youth workers to include civic capacity methodology and training sessions • Elaborating practical suggestions and examples of workplace strategies and mechanisms to create pathways for women seeking employment outside the “gender-normative” •Development and piloting of training course for young people in using the media effectively in showcasing their civic engagement actions.•Organising of Webinar to share there experiences, spread the message of civic activism, and as guidelines/narratives for empowering youth civic participation• Organisation of exploitation seminars and a final international conference for sharing results, valorisation and sustainability<< Results >>The main outcomes expected both during the project lifetime and after its end are the following:Young people in partner countries·improved knowledge, skills, attitudes and intercultural understanding to fully participate in civic life ·Inspiration and motivation by digital stories of successful role models in civic engagement·increased capacity in online cultural and political participation and online volunteering·Improved social, intercultural competences and critical thinking, media literacy and digital skillsYouth workers and educators·Enhanced competences in delivering innovative civic capacity training and in supporting youth’s active civic participation ·Methodological guidance regarding digital participation·Authentic resources for civic education, online participation, media literacy and good practice examplesPolicy makers and those working in the youth and civic sector·Increased awareness of youth’s civic engagement success·Increased understanding of using the media responsibly and effectively in ensuring and showcasing youth’s civic engagement actionsProject results:1.Impact stories of youth’s civic engagement initiatives - a collection of at least 12 case studies on effective youth’s initiatives and participation in the civic life from all partner countries, and a set of min 5 digital stories - short films of the most impactful and complex cases of civic acting and thinking of young people, in order to support awareness and educate young people about Role Models, that help recognising ability to contribute to change in the communities and globally.2.Guide to enable online cultural and political participation and online volunteering - a publication providing young people with practical guidance regarding online participation using a variety of digital tools and channels, as well as different ways to donate their virtual time to a cause space that matters. It also empowers youth workers to find the right kind of information that will benefit the young people in their communities.3.Training course to digital empowering young people - a training program for young people to produce and stream short documentaries/videos on community and civic issues they care about. It includes both a development of a curriculum and the running of training sessions.4.Good practices Webinar for Youth civic participation - a webinar with project and associated partners to share there experiences, best practices and solutions to possible barriers that might arise, and young people, incl. role models to spread the message of their civic activism. The webinar will serve as guidelines/narratives for empowering youth civic participation.The project includes 1 learning activity: Training course in digital production for young people. It also includes 6 national multiplier events and a final international conference.