<< Objectives >>VHC is a Cooperation Partnership in the field of VET aimed to produce a digitally focused syllabus and designed procedures, tools and competences in order to adapt “Healthcare Clowns” Organisations to the needs and conditions of the labour market.The goal is to improve the digital contents in the training of HCC professionals, and so to promote innovative, virtual healthcare clown interventions to match the needs of the ongoing Covid-19 emergency and of other logistically disadvantaged areas.<< Implementation >>The VHC project foresees the following activities:•WP1: Project Management and Coordination, Communication, Monitoring and Evaluation.●WP2: Integrated Contents for VHC Training: a digitally focused syllabus for HCC professionals in compliance with ECVET criteria; ●WP3: VHC Cooperative Platform: a platform for VHC training course and HCC procedures;●WP4: VHC Training Course for Healthcare Clown Operators: experimentation of the online course through the platform and its validation .<< Results >>The VHC project foresees the following outcomes and results:•to develop digital skills for HCC professionals: R1: VHC Training Handbook;•to learn, develop and transfer the tools and procedures usually used by HCC professionals in a new working digital environment: R2: VHC Cooperative Platform;•to improve their employability with virtual clown-therapy interventions in hospitals and socio-health facilities: R3: VHC Online Training.

"<< Background >>TON implemented in the period 2018-2021 (February) the REGAL international project that was materialized locally in Moldovita commune (Suceava) by conducting 12 Focus Groups with women to raise awareness of the term WLB (Work Life Balance).TON realized in the project time how insufficient this term is known in rural Romania, how new the approach was for the participants and how stimulated the work was within the Focus Groups. During the National Conference held on March 22, 2021 (https://www.facebook.com/events/4475852259108449/) attended by many representatives and coordinators of women's groups members of TON Foundation, was realized that the impact in Moldovita it was especially great among the direct beneficiaries and that the groups of women who are part of our Foundation are eager for this kind of activities. At the same time, from the discussions TON had during the National Conference, not only the idea of developing this project on a larger scale emerged, but it was realized that the work within the project developed at Moldovita can be transformed into a new and efficient method of work in any women's organization. And so was sprouted the idea of this project and the development of an ABLE Curriculum through participatory methods; Drama; European Policies and women’s rights, Storytelling asa ""transferable Method"" at European level. TON National Conference was also attended by Mrs. Laura Albu, President of the Romanian Women's Lobby and Vice President of the European Women's Lobby who had the initiative to meet TON women's groups with RWL organizations for exchange of best practices, active organizational learning, future collaborations, etc. In the Final International Conference (Bruxelle) of the project mentioned above (https://www.facebook.com/proiectulregalinromania/posts/779276559629351) TON presented ideas for collaboration at international level and thus the partners present in this project show their interest, because for each of them this project is an institutional development at international scale and because the topic of our project and the targeted group represent for each countryinvolved into the present project sensible issues and vulnerable people that deserve more from civil society and stakeholders.This project serves all project partners institutional needs of development, our members and learners; the products that we will develop into this international partnership are waited by our associative partners and they will have a huge impact at level of women organization from rural areas across Europe.<< Objectives >>The aim of the project is to increase the degree of socio-economic inclusion and personal development (empowerment) of women from rural areas from project partners countries. Specific Objective number 1 Development of knowledge, skills and working procedures within rural women's organizations in the countries of the project partners through co-creating an innovative working method ""ABLE"" (Curriculum Training and Online Platform MOCC/ 14 Modules with self-assessment) in the first 8 months of the project.Specific Objective number 2 Developing the competencies of the 20 coordinators of women's organizations to work through the ABLE Method with 200 women in rural organizations from project partners countries in order to develop their personal growth through participation in a training session (4 days) in August 2022. Specific Objective number 3 Personal development of 200 beneficiaries (women from rural areas) through implementing the ""ABLE"" working methods in rural women's organizations from project partnership countries, and creating individual life stories that will form the basis of the three books ""My Story"" and the collection of electronic testimonials between September 2022 and April 2023. Specific objective number 4 Raising awareness of the importance of personal growing and empowerment of women from rural areas from our partnership countries by conducting a Dissemination European Campaign between July 2023-November 2023.<< Implementation >>TPM 1When: June 2022 Where: SpainCoordinator: Blue Room InovationParticipants: 2 representants from each project partnerGoal: Project Management steps of development, achieving IO1 (Joint Curriculum Training Scheme) and initial discussions and presentations for creating IO2 (Interactive Platform ABLE); Preparing LTT 1TPM 2When: September 2022Where: ItalyCoordinator: EuroProjectLabParticipants: 2 representants from each project partnerGoal: Analysing & preparing LTT1; Project Management financial and narrative monitoring; Quality Project Management; Miscellaneous. Middle Term Project MeetingWhen: November 2022Where: On-lineCoordinator: Foundation TONParticipants: 2 representants from each project partnerGoal: Preparing and submission of intermediary project reportTPM 3When: June 2023Where: PortugalCoordinator: Form2YouParticipants: 2 representants from each project partnerGoal: Monitoring IO3 and OA2,3,4,5 achievements; Preparing IO4 (selection of stories/ criteria);Project Management financial and narrative monitoring; Quality Project Management; Miscellaneous. TPM 4When: September 2023Where: IasiCoordinator: RWL (TON)Participants: 2 representants from each project partnerGoal: Monitoring achievement IO4/Project Management financial and narrative monitoring; Quality Project Management; Miscellaneous; preparing Multiplier events and European Dissemination Campaign.Closing Project MeetingWhen: December 2023Where: On-lineCoordinator: Foundation TONParticipants: 2 representants from each project partnerGoal: Final monitoring of project indicators, preparing the final reportAs practical activities organized within the international partnership we planned: Development of a Joint Curriculum ""ABLE"" Training scheme (14 Modules with self-assessment) that will constitute the ABLE Method (European Policies/ women rights; Story Telling combined with methods and techniques from Drama, participatory methods and awareness of the term WLB) / January-April 2022 Development of the interactive platform that will digitize the ABLE Method (14 Modules with self-assessment) / April-July 2022 Developing the competencies of the 20 coordinators of rural women's organizations by working with the ABLE Platform by organizing a 4-day training held in Spain / August 2022 LTT ABLE Working in women's organizations in rural areas and implementing the ABLE method of personal development. / September 2022-April 2023Online meeting with the coordinators of women's organizations to collect information on the usefulness of the ABLE Platform and the possibilities for development / May 2023 Creation of three books entitled ""My Story"" with stories of women from Romania,Portugal and Italy (printed in national languages) / May 2023-September 2023 Realization of the electronic collection of testimonies of women from rural areas (English) -selection of 10 most representatives personal stories/ August-October 2023 Awareness campaign of the importance of personal development and empowerment of women from rural areas for a durabile community development /September 2023- November 2023<< Results >>Practical results:-1 Joint Curriculum ""ABLE"" Training scheme (14 Modules with self-assessment) realized into an international partnership that will constitute the representation of ABLE Method (Story Telling combined with methods and techniques from Drama, participatory methods and awareness of the term WLB) / January-April 2022 -growing skills and abilities in working and collaboration at international level of our 4 institutional representatives-a growing image of what was happening with the WLB on pandemic times in women from rural areas life in our different countries-1 Interactive platform that will digitize the ABLE Method (14 Modules with self-assessment) / April-July 2022 -1 LTT ABLE organized for 20 coordinators of woman organizations from rural areas (4 days of work).- Digital and methodologic developed competencies of the 20 coordinators of rural women's organizations in working with the ABLE Platform.-200 women from organizations in rural areas active in implementing the ABLE method of personal development. -1 on-line meeting with all woman organizations involved into the project for feed-back in working with the interactive ABLE platform.- three books’ editions entitled ""My Story"" with stories of women from Romania, Portugal and Italy (printed in national languages) & International words content-1 electronic collection of testimonies of women from rural areas (English) -selection of 12 most representatives’ personal stories -1 Awareness campaign regarding the importance of personal development and empowering process in the life of women´´s from Rural areas"

The 2018 EU Eurobarometer regarding youth participation shows that more than 50% of youth consider that the EU should take action in the areas of health and well-being and promote critical thinking and the ability to search for information in order to combat fake news and extremism. 3 out of 10 youth think that “educating young people in creative and immersive ways through virtual reality, real-life experiences and cultural and artistic events” should be a priority. ILO’s Global Employment Trends for Youth 2017, more than 50% of youth from developed countries think about their future with fear or uncertainty (a bigger percentage than respondents from countries in transition or developing). A research undertaken by consortium members in September 2020 among 70 youth workers underlines that all respondents agree or strongly agree that gamification is an important element for youth work, but only 28,6% think that they can easily find proper gamification tools that develop competencies. 93% of the respondents would like to participate in a gamification training. Also, the main competencies that youth workers believe to be relevant for the youth they work with are decision making, empathy, management of emotions, civic involvement, self-knowledge and creativity.6 partners from 3 European countries (Portugal, Romania, Spain) propose a complex multi-layered intervention, in the framework of a project having the following general objective: to develop the capacity of professionals working with youth in non-formal and formal education contexts to improve the quality of programs aiming at developing key competencies that lead to a successful life and in the same time instill in youth core values of fairness, social justice, non-discrimination, involvement in the community, by gaining essential competencies of gamification and game design which will support them in developing and delivering innovative curriculums. The complementary expertise of the consortium members will be of great use in ensuring a full package of using Gamification for Developing Essential Competencies in Youth Work.The specific objectives of the project are:Creating a series of 4 tools to support youth workers in delivering and creating quality educational programs for youth by using gamification in different educational sectorsFostering the development of key competencies and values for min. 420 youth involved in gamification processesRaising awareness and knowledge regarding how to use gamification in youth work through face-to-face and online dissemination of project outputs for min. 7,090 stakeholders.By the end of the project, a full package of using gamification and (board)game-based learning will be available and ready to be used with and/or for 14-24 y.o. the youth of different socio-economical backgrounds and other specificities, in a wide range of contexts:Gamified Learning Contents on Key Competencies (GLC) - with 10 relevant key competencies gamifiedHi-Quest 2.0 Board Game an educational journey of conquering cities impersonating essential competencies based on the Hero’s Journey and team workGuidelines on how to co-create gamified contents together with participants in nonformal and formal contexts - a tool encouraging youth workers to involve their beneficiaries when planning learning processes for them and teaching them how to use gamification in competencies’ development programs3 E-learning modules (tutorials) of Gamification of learning processes and Boardgame use in youth work at the community level: in NGOs and other community contexts / in schools and highschools / in universitiesSeveral groups of beneficiaries will be involved throughout the project in activities that are relevant for them:project teams from the 6 organizations, which will be better prepared to offer quality youth work and promote it within their teams of youth workers and education professionals;4 groups of 15, in total 60 youth from different contexts in the 3 countries will be involved in the piloting phase and developing essential skills, in the meantime being empowered to give feedback for improvement of materials;18 trainees from 3 countries will specialize in gamification during a 5-days training and will consistently implement GLC and board game with youth, in their local contexts;420 youth from 3 countries will benefit from developing essential skills through 2 different gamified processes;7,090 stakeholders relevant for youth work and the educational field will familiarise themselves with how to use gamification in developing key competencies and with project outputs as a result of dissemination activities.

CONTEXTAs stated in the latest OECD report on “The Missing Entrepreneurs 2019 - Policies for inclusive entrepreneurship”, digital entrepreneurship – the creation of digital businesses and the adoption of digital technologies by existing entrepreneurs – may hold potential for making entrepreneurship more inclusive. Under-represented population groups in entrepreneurship could be more likely to benefit from certain features of digital technologies for business creation and growth, including the lower start-up costs required for many digital businesses and the wider access to external markets offered by the internet. However, international surveys indicate that women, immigrants, youth and seniors are greatly under-represented among digital entrepreneurs in the EU (Eurostat, Labour Force Survey, 2019). These gaps are due to many factors, including a lack of digital entrepreneurship role models and a lack of digital skills, which affects seniors and women. Moreover, several recent studies show that many obstacles to business creation (e.g. lack of skills, access to finance, small and ineffective networks) carry over into the digital economy. Data on computer usage clearly show that women and seniors have gaps in basic digital skills, as do some groups of youth. These skills barriers reinforce the obstacles to start-up financing and networks.Therefore, the policy recommendations outline the need for actions contributing to address the barriers to digital entrepreneurship through schemes that build digital and entrepreneurship skills, including through education, training programmes and facilitating peer-learning.OBJECTIVES AND ACTIVITIESThe Missing Entrepreneurs Project aims to build a more inclusive culture towards digital start-ups and support the development of digital and entrepreneurship skills among vulnerable and still under-represented population groups in digital entrepreneurship such as women, immigrants, youth and seniors.To this end, a set of specific objectives and activities have been defined: -Develop a comprehensive framework of digital skill gaps of under-represented population groups (women, immigrants, youth and seniors) in digital entrepreneurship. This skill gaps mapping will be carried out in participating countries (France, Portugal, Spain, Italy, Cyprus and Austria) and on the European level, allowing to identify common trends and shared understanding against two EU competence frameworks for digital competences and entrepreneurship.-Establish European Academy on Inclusive Digital Entrepreneurship composed of:oExtensive database of online training courses that leverages all available e-learning resources on entrepreneurships and digital skills oPractical training modules and “training pills” on digital tools available for digital entrepreneurship and digital transformation of businesses.-Enhance digital and entrepreneurial skills by deploying training courses and workshops to testing a set of innovative education materials and resources provided by European Academy on Inclusive Digital Entrepreneurship. This will allow to train at least 180 people that belongs to project target groups (women, immigrants, youth and seniors) on digital entrepreneurship by the end of the project.-Develop far-reaching educational and raising awareness campaign to combat the stereotype that digital entrepreneurs are young males by showcasing a wide range of role models and success stories.PARTICIPANTSThe project targets vulnerable and still under-represented population groups in digital entrepreneurship such as women, immigrants, youth, seniors.MAIN RESULTS AND IMPACTS-Comprehensive framework of digital skill gaps of under-represented population groups (women, immigrants, youth and seniors) in digital entrepreneurship developed (IO1).-European Academy on Inclusive Digital Entrepreneurship established. It will include database of online training courses on entrepreneurships and digital skills (IO2) as well as training modules on digital tools for digital entrepreneurship and digital transformation of businesses (IO3).-Training courses and workshops Academy on Inclusive Digital Entrepreneurship organised (IO5). Relevant skills of at least 180 potential future entrepreneurs (women, immigrants, youth and seniors) will be improved. Their professional career perspectives will be enhanced as they will have increased possibilities to succeed on the labour market. -Educational and raising awareness campaign on Inclusive Digital Entrepreneurship set up (IO4).-The knowledge base increased and awareness raised of the partners in terms of learning needs and priorities within Inclusive Digital Entrepreneurship area.-Increased motivation towards lifelong learning and entrepreneurship amongst women, immigrants, youth, seniors and other people from disadvantaged backgrounds.

"<< Background >>Our project aims at installing the values of a greener world from the start: to children as young as 6 years in Primary schools, their teachers, and their families. The Greener Green project will provide these target groups with an Evaluation and Assessment tool on how “green” their school is, action plans, training, lesson plans for teachers and even a fun platform where very young children can record their green actions, get rewarding praise and motivation to continue!-Blue room innovation, develops technological solutions that help people and businesses to adapt their behaviours’ and business models to the circular economy. Our aim in leading this project is to work further in a “Greener Green Tool” for students and familiarize them with new digital skills for communication and implementing changes. We will use this project as a stepping stone to develop additional tools, content, knowhow and to strengthen international relationships in order to spread the results among citizens, companies and public stakeholders.Blue room envisages a fundamental need to adopt new financial mechanisms and technology transfers to help the majority of the population adapt to climate change and support human well-being through applicable projects that begin from small changes at an early age. -IDEC operates a Training Centre and has been training over 300 primary teachers and organisational trainers per year, for the past 10 years. It also has an extensive network of primary schools that it cooperates with for KA1 mobilities. Through this project, IDEC wishes to enrich its curriculum and courses with training pertaining specifically to the application of Green Deal and ecological principles in the school environment and to strengthen its ties with existing and new partnerships in primary schools of its region and throughout Greece. -FAPEL, being Luxembourg’s national federation for parents’ associations with 3.000 members, has a great need to find new, contemporary open resources and to disperse the green results and principles of the project to the country’s primary schools, pupils and their families. -ULiège, and its Laboratory of Climatology specifically, needs to improve their dissemination of their expertise and knowledge about climate change to the general public, starting from the early age of 6 year old students and their families. -The Primary School of Vareia in Mytilene, being in a remote area with limited access to training opportunities and learning activities, needs to stay onboard the EU vessel of change and benefit in upskilling its teachers and ameliorating its everyday green practices. -The Bell-Iloc school in Cataluña in a suburban area with many immigrant pupils, is witnessing newly booming tourism aggravating the natural environment and the agricultural sector that was originally the areas’ main activity. The school needs to educate its teachers and children on how to mitigate this chalenge by changing practices. -The Scuola Europea di Varese is already participating in the ""Green School"" project in cooperation with the local authorities but needs more digital resources to implement its digital and green transaction.We understand that schools must be wired for technology and at the same time, become more sustainable and greener than ever before. Teachers will be provided with an all-inclusive platform which will host the Assessment Tool, the Training programme, the lesson plans and the “Greener Green Tool” for students to upload their green accomplishments and receive positive reinforcement. In that way, teachers and pupils will be familiarized with new digital skills for communication among them, and will embrace the values of the Green Deal and a greener Europe. Parents will also be sensitized by the behavioral changes of their children which, in turn, will be transferred to the home and the community environment.<< Objectives >>The Green Deal is the Commission’s new Growth Strategy that proposes three concrete actions: Europe to become the first climate neutral continent in the world by 2050, boost the efficient use of resources by moving to a clean, circular economy and restore biodiversity and cut pollution. Policies, funds, and resources have been designed and predicted towards that direction but unless European citizens, from an early school age, embrace and identify with the cause, the plan cannot succeed.But what is a “green school”? Many definitions have been given but usually they have the following elements in common: protecting the Environment, improving the health and quality of the learning environment, integrating learning opportunities with the built infrastructure, being inclusive and sustainable. Even though there are quite a lot of initiatives regarding green schools or “eco” schools around the globe, the consortium was intrigued by not finding a specific project in the EU that comprises of a digital evaluation tool, a corresponding teachers’ training and a digital platform that ensures the ongoing cooperation and communication of all parties at a school (teachers, staff, pupils and parents), where they can all contribute and assess their green goals and everyday actions. Our project aims at installing the values of a greener world from the start: to children as young as 6 years in Primary schools, their teachers, and their families. The Greener Green project will provide all these target groups with an Evaluation and Assessment tool on how “green” their school is, action plans, training, lesson plans for teachers and even a fun platform where very young children can record their green actions, get rewarding praise and motivation to continue!The main goal of this project is to supply teachers and pupils of primary schools and their families with a quality digital assessment process of how “green” is their school and how they can practically implement concrete changes to improve it in that respect, support teachers with the necessary training to establish and maintain green practices at their school and provide all with a digital platform for cooperation and motivation to embrace changes at an everyday level. Main Target Groups Teachers of primary schoolsPupils of primary schools (6-12years old)Pupils’ families and local community The concrete objectives of the Greener Green project are:-To make primary schools in Europe greener by embracing, and contributing to the aims of the Green Deal.-To train teachers on the principles of sustainability, environmentally friendly, innovative practices to prepare learners and school staff to become true agents of change.-To enhance teachers and pupils’ digital skills by training them on how to use and employ an online platform to implement real-life projects, plans and objectives towards a greener school.-To teach pupils how to identify and adapt the values of a greener, sustainable Europe and how they can track their actions and progress through an innovative digital tool.-To make pupils’ families and Communities’ more aware of the necessity of a greener and sustainable Europe that starts for the school that their own child attends, to transform the intangible values to tangible and rewarding actions. -To assist, on a local and European level, the European Commission’s need to actively involve its citizens in its priorities.<< Implementation >>The project has a duration of 24 months and will unfold in 3 stages:Stage 1 is the preparation and research stage (M1-M6). During this stage, and after the kickoff meeting in Girona, the responsible partners will develop the project management plan, the quality assurance plan, the evaluation methodology and tools and the dissemination plan. Partners will also create the graphical identity of the project, the logo and leaflet as well as the project webpage and the social media accounts. Care will be taken for the harmonious color scheme among all visual aids and materials. A specific color scheme will be established to be used in all online and printed materials, a letterset decided upon, and Word template and Powerpoint template will be created to be used in all communication needs. This will create a better branding for the project so that is recognizable and identifiable wherever it appears. The dissemination strategy and necessary activities of dissemination will be set. Also, the initial version of the exploitation strategy will be delivered. At this stage, the implementation will also start. ULiège will deliver the Design of Methodology for identifying competences and digital skills for the ""green"" teacher and best practices for a green school. According to this Methodology, all partners will conduct in depth research, which will consist of desk research, online surveys and Needs Analysis and Focus Groups. Partners will deliver their National reports, which will be combined to one final Synthesis report done by ULiège .Stage 2 is the implementation stage (M7-M23). During this stage partners will deliver semester and interim progress reports comprising of the Implementation, Quality Assurance, Dissemination and Exploitation and Financial reports, will conduct evaluation of the project progress, disseminate the project in workshops, meetings and training, employ actively the project’s social media, send newsletters regularly and update the exploitation strategy. During this period, the project results will be implemented. Partners will perform the Technical development of the English version of the e-learning course, translate it to national languages,implement the pilot testing during a Joint staff training event for teachers/trainers in Liège and finally apply improvements and finalise it. Simultaneously, the Greener Green Assessment Tool will be created under the specifications of Blue room, the creation of questions included and necessary content, the peer review and the pilota testing during the training event in Liège. All project results will be ready by M23 of the project. Stage 3 will finalise the project. Partners will compose the final project report, the final evaluation and quality assurance report of the project, and will conclude on the impact analysis. Dissemination activities which will ensure sustainability will be intensified at this stage which all includes the multiplier events. Regarding project results, partners will perform the final improvements and finalize the e-learning course and the Assessment Tool. Management activities will continue throughout the project duration.<< Results >>The results of this project are expected on a multi-dimensional level. In general we would like to make an active intervention in European schools' green dimension and have a measurable impact in the schools, the teachers, the pupils and the parents relating to the partner organizations but also to make sustainability provisions that will guarantee long term results. Specifically the results of the project will be:PR1 The Greener Green training program (e-learning) for teachers to learn how to use the Assessment Tool, how to implement changes and how to make their school greener regarding its physical environment, its everyday practices, its teaching curricula and the communication and implementation of these practices to pupils. This program will instruct teachers on how to carry out the Sustainability and Green practices audit, how to monitor and evaluate actions at the school, how to engage and involve pupils and members of the school staff, how to produce an “Eco code” for the school and how to administer the digital rewards of the Assessment Tool to classes, in an inclusive and motivational manner. -PR2 The Greener Green Assessment Tool for: Α digital evaluation tool which will include questionnaires for teachers and school staff regarding their practices, will evaluate them and provide feedback on scoring, suggestions for improvement and action plans according to the score. The tool will be evaluating the status quo of the school regarding good practices and practices that need improvement, will give suggestions and transfer know-how regarding specific areas such as a Sustainability Audit, an Action Plan and the formation of a “Green committee” for students and another one for pupils. It will also incorporate the “Green Positive Reinforcement” system where classes will be able to record their practices and get motivating rewards such as the class’ “Green flag”. The tool will be a 360 free tool for all schools to start and implement their green – digital transformation. C1 Training of Trainers on how to use the training programme and the Assessment Tool with the participation of 2 teachers/trainers per partner organisation (14 participants in total). 3 Webinars focusing on the project results, their application and project awareness.- Organisation of seven (7) local teachers’ workshops with ten (10) participants per partner (70 teachers in total) Organisation of 6 multiplier events: E1 The Greener Green Event - Girona - 30 participantsE2 The Greener Green Event - Piraeus - 30 participants E3 The Greener Green Event - Luxembourg - 30 participants E4 The Greener Green Event - Vareia (Lesvos) 30 participants E5 The Greener Green School Event - Girona - 30 participants E6 The Greener Green Event - Varese - 30 participants Project Dissemination and Exploitation activities: -Dedicated accounts for the Greener Green in Facebook and Instagram.- Presentations to associated partners and stakeholders.- Articles in digital and printed Media that are relevant to the project’s results and their aspects. -An article in School Education Gateway."