"<< Objectives >>The SDGs Tackler Toolkit Project aim to promote the creation of a transversal collaboration between associations and educational institutions in the collection, creation and distribution of educational materials to promote the knowledge of young people about the SDGs. The project will operationally aim at (1) Collect, organize and make sense of existing teaching materials, (2) Define and create new learning Tips in synergy with what is already available.<< Implementation >>The project will develop:- An Observatory of good practices will be activated, capable of collecting the different similar experiences already applied in the field of knowledge training and development of the SDGs. - 3 Thematic Workshops.- HackLab Challenge, to acquire new skills but also to generate new projects, with a view to contamination and ""challenge"".- ""SDGs Ambassador Prize"", to replicate the results of the project.<< Results >>The elaboration will consist in the application of the best strategy for the delivery of contents, on an online matrix and toolkits. Each activity will experience the path of issuing an ""open badge"" and will allow the development of a final design output. The final results of SDGs are:- Collection materials to learn about SDGs in online platform;- New learning Tips about SDGs and design thinking project."

"Emotional intelligence is an essential skillset for navigating the complexities of the world today. It’s a key predictor of Effectiveness, Relationships, Wellbeing & Quality of Life. That’s one reason the World Economic Forum identifies it as one of the essential skills for the future. Unfortunately, around the globe, emotional intelligence has been on the decline since 2011.Living in the era of technological revolution, every ten years we adapt to changes that never existed in our life before. From rigorous digitalization to the 24/7 social media influence, from the changing professions to adapting with the ways of Gen Y, including stressful situation of COVID-19, it is only natural to feel emotionally tied down at times. In the times of the stressful life, adults have a need for support and learning how to overcome all this, help themselves and ensure better future in all their life spheres: both personal life and work.Erasmus+ Adult education strategic partnership project ""From Emotional Management to Emotional Resilience"" (EMER) seeks to encourage people having fewer opportunities (e.g. elderly, from rural areas, unemployed, etc.) to overcome difficulties, to develop abilities to manage their emotions and become more resilient emotionally.Our overall objective is linked also to the ET 2020 policy objective of “Promoting equity, social cohesion, and active citizenship – project participants will take part in the activities in the programme that address their personal development, focusing especially on building their self-confidence, improving attitude and behaviour, and enhancing basic skills such as communication, team working, etc.The partnership involves various organisations from Lithuania, Latvia, Spain, Italy and Turkey: adult education centres, non-profit associations, private training provider, public educational club. Team of experienced adult educators and psychologists will work together to provide high quality, innovative training tools for adult educators and high-demanded learning opportunities for adults. Within the framework of the project, such intellectual outputs will be developed:(1) “EMER - Emotional Management: Step-by-Step to Emotional Resilience” - Training Materials with Techniques Using Gamification(2) E-platform “EMER - Emotional Management: Step-by-Step to Emotional Resilience”, including educational videosErasmus+ project “From Emotional Management to Emotional Resilience” (EMER) aims to create a continuously learning society and to enhance taking life-long learning opportunities. The project deals on promoting lifelong learning through providing opportunities in education with the focus on strengthening adults’ life skills.All products (methodology) could be easy adapted and transferred to other sectors: youth, higher education, schools, VET education, etc."

<< Background >>ASPABER is an entity that provides services to people with intellectual disabilities in the province of A Coruña. Since 2017, it has had 2 educational units through which it has become aware of the barriers that these students have to reach the results in the different educational stages, and as a consequence, that their academic merits are not recognised. The same concern is shared by the other partners, which are, however, in different situations as their educational legislation has been developed differently.The needs addressed have been:The special incidence of ESL among people with disabilities (PWD) and the lack of detailed information on this phenomenon at EU level, as definitions of disability and early school leaving vary greatly from country to country.To carry out an analysis of the dimensions of why education systems in the EU are not adapted to the needs of these groups in order to shift the burden of responsibility for ESL to the actors with competences in education, and to lay the foundations for the involvement of the educational community in measures to prevent ESL.<< Objectives >>The general objective of the project was to analyse and exchange good practices in prevention, intervention and monitoring of people with disabilities at particular risk of early school leaving (ESL), defining the main dimensions in which EU education systems are not adapted to the needs of these groups.The project has three specific objectives: 1) To analyse the incidence of ESL in PWD; 2) To identify good practices in prevention (monitoring systems for students with disabilities and accreditation of educational achievements and intervention (appropriate curricular adaptations) that are carried out in the different member countries of the partnership and at all levels that affect the academic success of students with disabilities (policies, schools, family and environment and individual level) and, 3) To share and compare ideas, practices and measures that are being applied to prevent ESL between partnership countries with a low rate of ESL and partnership countries with a high rate of ESL.<< Implementation >>The activities implemented have been grouped into 6 work groups (WT): WP1 of COORDINATION AND MANAGEMENT led by ASPABER, involving the rest of the partners in its management.WP2 COMMUNICATION AND DISSEMINATION OF RESULTS led by EULABTec, who has set the guidelines in the communication carried out by all ACADAS partners.WP3 EUROPEAN OBSERVATORY ON ESL AMONG STUDENTS WITH DISABILITIES, coordinated by NEU, who led the empirical data collection tasks among the rest of the partnership and was responsible for its interpretation. WP4 IMPACT OF POLICIES TO REDUCE esl, CERB has been in charge of leading the work for the elaboration of the catalogue of ESL monitoring and prevention systems with the collaboration of the rest of the partners.WP5, TRAINING IN EARLY DETECTION AND MONITORING SYSTEMS FOR STUDENTS WITH DISABILITIES AT RISK OF ESL, whose responsibility fell on the School of Special Education St. Ita, which hosted the rest of ACADAS partners, being in charge of organising the transnational training.WP6, on GOOD PRACTICE IN PREVENTING ESL AMONG STUDENTS WITH DISABILITIES, led by Pro-Mente Croatia with the contribution of the other partners.<< Results >>- 3 survey formats to analyse the special risks for PWDs in ESL, targeting different interest groups: families, professionals and students with disabilities; - a report on the dimensions and factors affecting the ESL of PWD;- a catalogue of systems for monitoring and prevention of ESL in PWD at EU level, with special emphasis on the recognition of educational attainment and its accreditation; - a set of resources at European level to address intervention in ESL in PWD;- a catalogue of good practices in monitoring and prevention of ESL in PWD at individual, school and setting level; - a roadmap addressed to policy makers with the necessary steps for the standardisation of educational attainment at EU level and the necessary partnerships to achieve it.Other results obtained not covered in the initial form are:- analysis of the different education policies of each partner country with special incidence of the LOMLOE as it was published during the project life cycle;- a compact network of partners that served as a mutual support to share experiences and face the challenges arising from COVID-19 in the daily life of their schools.

ProPro project will increase the digital competences in creative and tradition industry outside metropolitan areas and hence promote the diversity of European culture and linguistic plurality and the vitality of remote areas. Project aims at creating a bottom-up movement of self-directed digital promotion for artistic organisations, cultural workers and entrepreneurs like artists, designers and makers. In the Europe 2020 Strategy, the greatest force of Europe was recognised in the creativity of its people in combination with smart and responsable usage of the all existing resources. Cultural and creative industries are important stakeholder of the World's GDP with 7% of the world GDP according to the World Bank. By the report of EUROSTAT from 2012, Creative and Cultural industries made 535 billion EUR, which is 4,2 % of the EU GDP. After Construction and Services, they are on 3rd place regarding employment in EU. In general, one third of jobs are expected to be automatized, especially in rural areas. Jobs in cultural sector are less than average in risk of automisation. The Creative and tradition industry organisations in rural areas need to embrace the opportunities associated with digitalisation as a way of combating demographic and technological challenges in European labour markets as well as take action in adapting their services to climate change and globalisation. Rural and sparsely populated areas are often painted as lagging behind their urban counterparts when it comes to digitalisation; referred to as “the digital divide” which relates to both the availability of digital infrastructure and the use of digital technologies among the population. In remote areas, people might have had limited access to quality information and not enough encouragement to make well-informed career decisions, and need individual mentor support. To tackle there shortcomings in their capability to protect and promote their work, the artists and creators of even the indigenous cultures need to gain knowledge about the use of digital technologies, social media, strategic marketing skills and branding. In rural areas, digital skills development is not accessible in formal on site education, but needs to be arranged online. The 21st century 4C work life skills are communication, collaboration, critical thinking and creativity. Creative and tradition industry, filled with workers with good critical thinking skills, needs more skills to back up their creative competence. The timely GDPR also demands to protect artistic content. Social media’s role in retail is rapidly growing: Across all regions and generations, social media has propelled e-commerce into the limelight. Mentoring helps professionals to overcome the fear of digital failing, tackles the loneliness ever present in artistic professions, and career counselling adds to the confidence to promote the creative competence.NEEDS:1. Entry into the world of digital promotion and protection of IPR for cultural professions in remote or rural areas2. Innovative approach to learning digital skills in the creative sector3. New work methods for trainers/mentors online and off4. Exit or alleviate the status of digital divide for remote areas, indigenous and ethnic minorities5. Experience of participating organizations in the field of European regional and educational development projects6. Raise awareness of the importance and economic value of cultural diversity and sustainable business developmentOBJECTIVES- Pedagogical support for the adult learners working in creative and tradition industries- Encouraging digital learning participation, skills acquisition and open badge community- provide trainers with tools of digital skills learning to fill the gap between supply and demand for jobs- promote among the cultural professionals innovative learning practices, peer support and online discussion- To raise the level of competences; transforming key trainers into mentors- Create synergy between the participating organizations, the 'National Agency and the European institutions for European projects- Create synergy among stakeholdersIMPACT: Learners and organisations will:- improve their digital strategies, incl. OB strategy- improve their skill-sets and competences, confidence and other transversal life skills- learn more about other EU countries and societies- broaden their horizons and networks as a result of taking part in a transnational projectTrainers:- improve professional development and skills- a broader understanding of creative people’s needs and how to address them- gain access to new Open badge resource and online learning- gain an improved ability to motivate learnersPartners and target groups will:- benefit from skilled staff- gain new avenues of communication with learners and routes to develop future services- have better insight into learners’ motivations and goals- partners gain mutual understanding of each other’s work and culture