"The results and reports of essential EU documents aim at mainstreaming Occupational Safety and Health (OSH) into education as integration one policy area – OSH – into another – education to make young workers more aware of risks, to reduce accidents to young workers and to improve workplace safety culture as the statistics show that accident rates in all Europe are critically high among young workers. Occupational Safety and Health (OSH) educators in CVET are a heterogeneous group as OSH topics are incorporated into the learning objectives of other relevant subjects in VET school curricula, as well as in enterprises, carrying out induction for newcomers and/or providing training, both full-time or part-time or outside enterprises, as freelancers or in institutions for continuing training, public and private, that also deliver training to, and in, enterprises.To master almost any field safely, there is a need both for practical and theoretical learning. In this regard, the Covid-19 crisis has brought to the critical forefront requirement in the OSH training – possibility to practise in a necessary training facility that cannot be replaced by PowerPoint presentations, videos, online classes or manuals or books as theoretical training has to be followed by training on the real environment or specific - equipment based - environment, to learn essential details and practicalities before starting job or apprentice in the typical working place.The main aim of this project is to foster a more contemporary OSH education culture among Europe and therefore, to prioritize opportunities for authentic education through the curriculum and the learning environment placed in the context of real-life situations by creating opportunities to intervene the visual perception of a temporally or spatially distant real environment to a learner being at another location.We will reach this aim by designing, developing, producing and implementing 3 Intellectual Outputs:Intellectual Output Nr.1 ""Space for Immersive Telepresence"". Digital platform with 15 Manufacturing and Service Industries training program Modules inside that allows learners to train in a virtual environment equal to the one real one they would perform the tasks in.2. Intellectual Output Nr.2 ""OSH Training Environments"". 75 Virtual Immersive Environments with 3 Supportive tasks each (225 totally) allowing transferring OSH knowledge and skills acquired theoretically to the context of real-life situations that matches the needs of SME's and VET and CVET OSH educators in project partners' countries. 3. Intellectual Output Nr.3 ""Get involved inTime4IT"". Webinar for OSH educators in VET and CVET to provide OSH educators with the opportunity to conduct realistic, immersive practical training event even if the offered 75 interactive virtual training environments do not meet the needs of educator as the OSH educators will gain knowledge on how to create their own interactive, immersive training Environments together with Supportive tasks under the 15 Modules. The project seeks to support active OSH and educational experts', SMEs and young workers' and OSH learners' participation, promote digital education, promote awareness-raising of the importance of OSH education today and its connection to the labour market and educate the national society on the significance of working place safety culture development. The project seeks to provide OSH educators with the opportunity to conduct realistic virtual practical training even if the training facility is not reachable.Moreover, the project seeks to foster learners with a promoted sense of being in the centre of their learning provided by flexible and authentic learning facility by creating opportunities for project participants to practice in an inclusive learning environment. OSH experts, educational experts and methodologists, experts of training program digitalization, experts committed to the promotion of SMEs will be involved in Intellectual Outputs development for high-quality as the result of Time4IT is cross-sectoral and could be exported to other educational sectors (higher education, scholar, youth and adult education) as OSH education needs to be implemented in the core subjects and learning objectives in all educational levels. The innovation is based to the learning potential of immersive virtual training environments that relies on the possibility for learners to make many significant first-person experiences in an effective way to learn practically without actually being there to feel emotionally and cognitively present in the situation and that allows using Time4IT project results as a positive message to highlight the potential of immersive virtual training experiences in a digital era."

"Europe is nowadays undergoing one of the biggest migratory crises in history. Millions of people are forced to leave their homes in search of better and safer places to live. At the same time, the great economic crisis that is affecting some European countries is forcing many people to face great difficulties when it comes to finding a job and making a living. This critical situation is leading to serious social conflicts and makes coexistence difficult. For this reason, this project has had a threefold objective. On the one hand, we have contributed to the integration of refugees and immigrants by creating an information and educational material that will facilitate the access to the resources available in our cities and to our languages. On the other hand, by creating this material, our national students have been able to put themselves in the shoes of these people and have understood the difficulties they have to face. In addition, when creating the material, students themselves have had the opportunity to get to know resources in their city that they previously did not know and have learned how to present them using digital tools such as infographics, digital magazines, video editors, etc. which, in the long run, will contribute to their incorporation to the Labour Market. In addition, the use of innovative methodologies has contributed to increase the motivation of both students and teachers.The participants were four institutions, all of them dedicated to Adult Education, but different from each other, which has contributed significantly to the enrichment of the entire process. CEPA ""Abril"" (Spain), CPIA1 Brescia (Italy) and Vilnius Adult Education Center (Lithuania) are centers that provide formal and non-formal adult education to both national and immigrant students. Mācību Centrs ""EVA-93"" (Latvia), however, is a center that offers training on Occupational Risk Prevention to companies with immigrant workers, so it is the teachers who move to factories and workplaces.For the implementation of this project we have carried out a process in four stages:The first one has been an Awareness Campaign to make our students and users understand the situation of people who have to leave their homes for reasons such as hunger, misery,war, unemployment, etc. In this stage we could have the collaboration of local and national NGOs and other people involved in the defense of the rights of refugees and immigrants.The second stage has been aimed at the creation of digital information and educational material that will contribute to the insertion of migrants and refugees in our cities. The material created varies according to the needs and expertise of each institution. In CEPA ""Abril"" (Spain) a digital material has been created that aims to serve as a guide to access services such as Public Health, Transport, Education, the Labour Market, Culture, etc. and to facilitate the learning of the language to those who need it. In the Italian and Lithuanian institutions (CPIA1 Brescia and Vilnius Adult Education Center), students have created a set of didactic units to learn the language focusing on a series of videos in which they themselves represent basic communication situations. These videos are also accompanied by exercises to practice the contents presented. In the Latvian centre (Mācību Centrs ""EVA-93""), on the other hand, an audiovisual material has been produced whose objective is to teach basic security measures to immigrant workers who still do not know the language. This material focuses primarily on the use of images to carry out the learning process, leaving the language aside.At the end of this phase, three joint training events have been held in the form of transnational workshops where each centre has shown the others the material developed and has taught them the techniques used.In the third stage, the development of informative and educational material has continued, but this time incorporating the methods learned from the other project partners. Finally, the fourth stage has been aimed at disseminating the material, which has been stored in blogs and web pages so that it can be used by both immigrants and NGOs that are responsible for their integration."

With the development of the E365 project project's partners seek to develop educational opportunities based on the necessities of extending the entrepreneurial competence (through the skills related to) and for this reason, to foster a more supportive entrepreneurial culture in European Union using E365 results as a positive message to highlight the potential of entrepreneurship in terms of economic contributions, innovation, and job creation. By priorities chosen, E365 project seeks to facilitate the empowerment of adult learners and learners most vulnerable or at risk of exclusion to social and professional by developing critical thinking, reflexivity, and self-assessment ability and other skills necessary for entrepreneurial competence upgrowth among low-skilled or low-qualified adults. The main aim of this project is to extend and develop self – directed learning platform in order to improve adult education in the six project partners’ countries and therefore, to promote a sense of belonging for adult learners who are at high risk of exclusion such as unemployed people by creating opportunities to practice entrepreneurial competencies in an inclusive learning environment that naturally fosters self-esteem and resilience.The project overall objective is to foster entrepreneurship skills development among unemployed adult learners. We will reach this objective with designing, developing, producing and implementing 2 Intellectual Outputs:1.Intellectual Output Nr.1 “Weekly inspiration”. The concept of this IO is based on the necessities of extending the entrepreneurial competence. This IO seeks to provide adult learners with new options for self-directed learning. The main objective of this intellectual output is to develop 52 weekly themes - resources to acquire entrepreneurial knowledge. 2.Intellectual Output Nr.2 “E365 - everyday challenges” seeks to provide adult learners with new options to address the challenges to the lack of entrepreneurial competence. The innovative element is teaching strategy used to strengthen adult learners entrepreneurship skills: adult learners will be involved in the challenges aside of tasks, exercises, and tests that are traditionally used for a knowledge evaluation.208 challenges will be developed.52 training resources (one per week in a year), as well as 208 challenges to practice and test the entrepreneurial competence and finally, 12 success stories (one per month) – part of the 208 challenges mentioned above, will be developed and in the way to reach these objectives will be included in a digital platform compatible with a mobile phone as a dynamic training system. Moreover, it shares the common position of self-education - freedom of choice when and where to learn and also allows educators to host various types of learning content, update information easily, and to manage their endeavors more efficiently.A total number of six Transnational Meetings are planned for determinative phases or milestones of the project. We aim to look at the expected impact of the project at the local, regional, national, European and/or international levels at 3 levels: Short-term impact, Medium-term impact, and Long-term impact. 1.AT THE LOCAL LEVELThe project seeks to establish the local community's attitude towards entrepreneurship skills development, by supporting educators and low skilled adult learners. Further, find the needs of the community and strengthen the creation of new learning options leads to sustainable results. 2.AT THE REGIONAL AND/OR NATIONAL LEVEL The project seeks to support active adults participation, promote digital education, awareness raising of the importance of adult education today and its connection to the labor market and educate the national society about the importance of entrepreneurship skills development in promoting the role of digital education at the same time. The project seeks to foster entrepreneurship skills development within adult education and further, promote a sense of belonging for adult learners who are at high risk of exclusion such as unemployed people by creating opportunities for project participants to practice in an inclusive learning environment.3.AT THE EUROPEAN LEVEL The project seeks to foster a more supportive entrepreneurial culture in the European Union using E365 results as a positive message to highlight the potential of entrepreneurship in terms of economic contributions, innovation, and job creation.

<< Objectives >>The project aims at increasing schoolchildren's interest in STEM subjects and digital competencies development through augmented reality use in classrooms. By doing this, not only to tackle children from an early age and form their career path towards STEM field but at the same time, to increase teacher's knowledge on new technology use in classrooms and help them to shift school education towards digitalization.<< Implementation >>Cross-country research: literature review, teachers survey, schoolchildren surveyMethodology on how to to use augmented reality for STEM teaching 3D models on specific STEM topicsQR codes with 3D models for specific STEM topicsVirtual environment as an open library Guide on how to use the platform and the files created30 national workshops with schoolchildrenInternational schoolchildren competitionEuropean sustainability plan and recommendations on augmented reality use in other sectors<< Results >>Cross-country research, methodologies, guidelines, sustainability plan and recommendations, based on six countries experience should increase teachers knowledge on augmented reality and its adaptability on STEM subjects. In addition, these results should capture the attention of education providers and help to shift to digital education. Augmented reality files and virtual library should tackle the attention of schoolchildren and help them to increase their motivation to choose STEM further on.

Europe requires its educators to be culturally and intellectually equipped in appropriate ways for both their present and their future. Only thus will they be able to lead meaningful and satisfying lives personally, socially, professionally and collectively. Adult education Institutions play a major role in developing appropriate strategies for adult learners and preparing their educators in a life long learning perspective, for a productive career. However, adult learning is the weakest link in developing Lifelong Learning towards interpersonal skills development among adult educators and learners, which impedes educators’ expected productive career due to a lack of a set of skills toward their social and professional development. See https://bit.ly/2XEMpRP Further, even though the importance of adult educators competences is at some extend understood, an understanding of the concept alone is insufficient. The true importance lies in the implications a competences-based approach has on adults teaching, training and learning: appropriate methods for teaching and training, participatory learning activities as well as effective learning and performance assessment methods to foster the skills in terms of knowledge, understanding and attitudes. An approach which requires educators to have a high level of interpersonal skills to meet the needs of learners, regardless of their backgrounds or their learning and performance abilities. See https://doi.org/10.7227/JACE.13.2.9 In this regards, the project seeks to address the challenges to the lack or low-level of interpersonal skills among adult educators by fostering their empowerment through training and teaching activities based on practical and dynamic approaches: participatory learning methods as means for capacity strengthening and interpersonal skills development. The project overall goal is to strengthen the capacity of adult educators in face-to-face training-teaching process, supplemented with mentorship components to facilitate adult learners empowerment. Thus, the project overall objective is to foster interpersonal skills development among adult educators by:(1). producing a handbook based on results of national open-ended consultations on the challenges to interpersonal skills development among adult educators;(2). producing a guide to Interpersonal Skills Development and Interpersonal Skills Self-Assessment in adult education;(3). developing training and mentorship material for educators as means to facilitate adult learners Interpersonal Skills Development and Self-Assessment;(4). creating a guide to Interpersonal Skills Awareness-raising through advocacy campaigns and blogging.The partners are invited to develop and share mechanisms to foster interpersonal skills development within adult education and further, promote a sense of belonging for adult learners who are at high risk of exclusion, such as women, refugees and minority groups by creating opportunities for educator to practice their competences in an inclusive learning environment. Moreover, provide the opportunities for practice outside partner institutions to further test, pilot, disseminate and exploit results through practical classes, lecture sessions, seminars, or field training programmes.