"Growing skills on farms for budding learners with disabilities. European VET provision for learners with SEND (Special Educational Needs and Disabilities) is improving, however this Partnership aimed to accelerate it through the use of rural and urban farms. The European Commission for Employment, Social Affairs and Inclusion have highlighted in a published report that there is a significant political understanding for improved inclusive education and uptake for learners with SEND. This Partnership aimed to show the potential farms have as an educational setting and to increase the uptake, quality and quantity of VET courses on offer across Europe. The sharing, development and transfer of this knowledge has a clear goal. The goal is to provide strengthened social inclusion through improved competences in VET curricula so that SEND learners can be provided with permeable pathways into employment. This objectives of this Partnership were to: - Share knowledge of outreach to promote access for disabled learners onto courses in farms as permeable pathways into the labour market, - Develop inclusive and accessible schemes of work for learners with disabilities, - Provide stimulating, inspirational collaboration to motivate and aid VET teachers’ and staffs’ continuous professional development. The proposed Partnership consisted of three countries: the UK, Italy and Romania. The high quality international dialogue and exchange of best practice took place through focused planning, support and collaboration.Within the UK, the Enso Group is an experienced non-governmental group that supports, coordinates and creates connections between European countries and organisations. They seek to enhance the Erasmus +’ aims of sharing best practice internationally in order to provide better educational opportunities and therefore exceptional career pathways for all. Within Italy Avofid, a farm hosting SEND learners and their families, aimed to be part of this innovative Partnership. Avofid was new to the Erasmus programme and opportunities it offers. Avofid provides support, VET learning and socialisation for those with disabilities. The courses include creative and educational workshops. Additionally there are cultural excursions and free social time for SEND learners. This in turn provides rest-bite for families involved.Simion Mehedinti is a high school in Romania for students with disabilities. Their courses include mechanics, carpentry, tailoring and construction. The staff aims to improve provision for their learners and across Europe and hope to add-value to the project by influencing perspectives on SEND VET courses and employment. The activities proposed provided a synergy between VET education and training. Throughout the Partnership, project partners collaborated through shared virtual platforms. There were two initial meetings to refine plans and activities for the final learning event. The initial meetings took place at Avofid in Italy and Simion Mehedinti in Romania. This provided all participants with an opportunity to observe and discuss VET courses in situ.The main learning and training event was held online due to Covid-19 travel restrictions. Most of activities were prepared remotely before the event to meet the objectives of the Partnership. This included the sharing, collaboration and review of outreach material and schemes of work. During the two-day online event, partners reviewed the prepared materials - Powerpoint and video presentation of a 10-module horticultural course entitled ""Growing skills on farms for budding learners with disabilities"".The project contributed to greater social inclusion of people with disabilities thanks to the cooperation of three partner organizations and the creation of educational materials for themselves and other teachers, carers or organizations dealing with people with disabilities.The fact that there are more and more materials of this type makes us jointly build awareness of the problems of people with disabilities, their access to education and work, and the problems faced by their relatives or carers. Thanks to this, more people can use these materials, get inspired to improve them or create their own, tailored to the needs of a specific group.Enso Group and Simion Mehedinti already had experience with the precise methodology needed to implement this project. Avofid shared their experiences in more practical aspects of horticultural courses and work with people with disabilities. Thanks to the participation in the project, the team had become motivated and energised with better skills set for inclusive teaching and outreach for SEND VET courses which is what we aimed for in relation to the project's objective.The target group of SEND learners had increased opportunities on farms locally and through across Europe. Partners produced a newsletter of the project that is reaching learners and which will be instrumental in encouraging and influencing to further their knowledge in VET and SEND. This helps with more inclusive learning and include better pedagogy for different learning styles and abilities.This Partnership envisages better quality VET curricula available on farms and material available to increase the uptake upon these courses. The longer term results will aim to have more SEND learners on courses on farms and also to have an increase in paid employment. This impact is not only changing the lives of SEND learners and their families but could also contribute on how companies value SEND employees. The way to ensure that this is transnationally available is to disseminate the results of the Partnership on platforms such as EPALE, Enso Academy, Enso 4 Green, partners websites and partners social media pages."

One of Europe's largest and most complex challenges in modern history is the migration of people. Whether the catalyst is war last the last one in the Ukraine, climate or economic causes, the short and long term impacts of migration on Europe's youth can be life changing mental illness or social isolation. In January 2017 the number of people residing in an EU state with citizenship of a non-member country was 21.6 million. In addition, there were 16.9 million persons living in one of the EU states being born elsewhere in the EU. Social inclusion of all young people, including those from a migrant background, is a key aim of the 2018 EU Youth Strategy. This proposed Partnership therefore reflects a significant need for the successful social inclusion of youth migrants/refugees. Mindfulness is the practice of focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts and bodily sensations. This encompasses the use of art, yoga and meditation. Youth groups have the potential to embrace these low-cost techniques to engage migrants/refugees into expressing their feelings and it gives an ability to manage one’s mental health long term post-migration. Objectives of the Partnership were to: - share knowledge of outreach to promote inclusion of young refugees and migrants into youth groups, - develop knowledge and understanding of mindfulness techniques by youth workers for the informal, holistic development of young refugees and migrants, - collaborate to create a hub of resources for youth workers for outreach and teaching mindfulness techniques. As described by the UK's National Youth Agency, youth work is an educational process that engages young people in a curriculum that deepens a young person’s understanding of themselves, their community and the world in which they live. This partnership aimed to work with four partners to share best practice in order to create a hub of resources to equip youth workers with enabling safe environments and trusting relationships with youth migrants and refugees across Europe.This is one of the focus areas for experts under the European Union Work Plan for Youth; creating diverse and tolerant societies to prevent marginalisation and radicalisation. The Partnership consisted of: the UK, Italy and Portugal. Enso Group, is an experienced non-governmental group that seeks to enhance the Erasmus +'s aims of sharing best practice internationally in order to create better youth participation opportunities and therefore greater social inclusion across Europe.HRYO is a non-profit, non-governmental organisation founded in Palermo in 2009 with the aim to strengthen human rights at a local and global level. They have a wealth of experience of organising youth groups for migrants and refugees and use art as a medium for expression.Agrupamento de Escolas Trigal de Santa Maria is a school in Portugal and has students from the Ukraine, Cabo Verde, France and also Roma students. The school challenged with educating staff and Portuguese learners in how best to understand the issues these groups face and how mindfulness can help to cope with mental health post-migration.The first TPM at HRYO was attended by:3 participants from Portugal (teachers of Arts, PE teacher and yoga teacher)4 participants in the UK (Enso Group employees, Migrant, Mindfulness practitioner)2 participants from Italy (Youth workers) and several volunteers, Buddhist and yoga teacherIn addition, a few volunteers and immigrants from Ikenga, about 5 people.The second TPM was attended by:7 participants from Portugal (as above)4 participants in the UK ( as above)2 participants from Italy (Youth workers)The C1 was attended by:2 participants from Portugal were unable to participate due to Covid quarantine4 participants in the UK (Enso Group employees, Mindulness experts and a couch,Migrants, youth workers, volunteers)3 participants from Italy (1 Youth worker and 2 volunteers)The partnership promoted outreach material and the use and value of mindfulness in youth work. The preliminary meetings in each participating country provided the group with the context of the partners' organisations and current outreach and youth group tools in order to inform the detailed learning event in the UK. The main learning event included comprehensive mindfulness workshops, collaboration meetings and first hand experiences of outreach and mindfulness in UK based youth groups. We reached our goal of making a positive, sustainable impact through open-licensed outreach and mindfulness materials on the Enso Academy website and other EU platforms such as Salto, EPALE and Project Results Platform. Therefore, this partnership increased the social inclusion of young migrants/refugees, empowered them and increased the skills of youth workers and also the perceived value of youth groups across Europe.

European countries are increasingly becoming ageing societies and as such the potential for social isolation increases. In two thirds of European countries, over 1 in 10 persons over 65 either have no friends or do not socialise with their friends at all. This is significantly detrimental to their health and well being and those sufferers of Alzheimer's disease may find this isolation rapidly onsets once symptoms persist. Alzheimer's disease is a physical disease that effects the brain. The symptoms caused include memory loss, anxiety and difficulty thinking. It is a progressive disease and so gets worse over time. Globally, nearly 44 million people have Alzheimer's disease and the largest numbers are found in Western Europe. Therefore, managing the symptoms and supporting European families and carers effected is a very important issue.Complementary therapies are those that work alongside conventional therapies. Complementary therapies include massage, aromatherapy, art and also AAT (animal assisted therapy). There has been an increasing popularity in the use of such therapies and therefore a growing amount of scientific research such as with Altherton et al 2016. Not only can these therapies create meaningful experiences, but they also reduce anxiety and can delay the impeding symptoms of Alzheimer's disease (they are also low-cost meaning they are easily accessible for many sufferers). There are four countries dedicated to this Partnership. The objectives are to:- Share knowledge of complementary therapy types and benefits for the cognitive improvement and relaxation of those suffering with Alzheimer's disease and/or its symptoms. - Develop a bank of resources and references for carers and support staff to refer to and use,- Create a forum for carers and support staff to share ideas, challenges and outcomes of the complementary therapies.The Partnership seeks to reach out to a number of levels that support those with Alzheimer's. That includes European families, carers, educational support workers, care homes and charities. As such, partners are expected to create a bank of resources but also a forum so correct guidance and recommendations can be given to carers. We aim to create workshops for EKEDISY (Museum workshops in Greece) and Larende Anadolu Lisesi (Turkish school and local care home), similar to the Alzheimer's Society group in Stoke, UK which offer regular therapeutic interventions for regional suffers. We also hope to use Wielkopolskie Stowarzyszenie Alzheimerowskie (Polish Alzheimer's Society) to guide the content of our resources and provide practical ideas and solutions. They have a large sphere of influence nation-wide so could complement practice across Poland. Lastly, Enso Group (UK prject coordinators) can use the project to provide a more inclusive webpage and gain insight and experience in the field. They can therefore also create more opportunities to work and train with adult education organisations in the future. The results will include lessons and resources and an online forum which will be the culmination of 3 meetings in each participating country, and a main learning event in the UK. The content of the bank of resources will focus on the use of techniques appropriate for family members to use but also recommendations for the use of professionally qualified therapists. It will also highlight the evidence and outcomes for the use of complementary therapies. Finally the Partnership will create an open-licence forum on the Start Academy website so that those touched and challenged by Alzheimer's disease across Europe, can communicate to share best practice and ideas to successfully manage and deter symptoms through the intervention of complementary therapies.

The context of the project responds to the need to implement the A.M.O.S. Creativity partnerships involve adult education organizations together with those in the cultural sector. The external context of the project is related to the COVID-19 situation, which caused the crisis in the cultural sector. The partners' knowledge and experience were used in planning the project. Partners prepared an initial review / analysis of opera / arts education. There is a need for a change in the popular perception of opera as an elite and exclusive habit. Opera is an intangible human heritage. Opera is an international language and its stories reflect an understanding of human nature and contribute to upholding the values ​​of freedom and tolerance (World Opera Day 2020, Operavision). The project engages in dialogue between the activities of opera education as a way of developing a creative and innovative educational tradition using this art form.The main goal of the project is to improve activities in the field of developing parents' cultural competences and on this basis to propose good practices conducive to the implementation of activities. This is consistent with Europe, Creative Clush. Artistic Intervensions to stimulate innovation, sustainability and inclusiventess - Increasing access to culture.Specific objectives:Objective 1 - Illustrate the importance of context for developing parents' cultural competences.Objective 2 - Exchange of good practices and experiences on social inclusion through art of parents with low cultural competences.Objective 3 - Equipping parents with the necessary competences needed to create creative and innovative solutions in the face of social challenges.Objective 4 - Determining the legitimacy, purposefulness and added value resulting from increasing the organization's ability to operate at the supranational level - in the situation of COVID -19.Target groups in the project:a) users: adult educators who receive new solutions developed within the A.M.O.S.b) recipients: parents whose problems can be successfully solved thanks to the new solutions developed under the project.The needs that the project responds to are necessary and expected. We have experience in conducting workshops for parents with low competences, many counseling sessions for parents developing key competences, we cooperate with non-governmental organizations in the local environment. We have experience of several international projects covering the subject of key competences.The partners decided to implement the project jointly due to the fact that the partnership will generate benefits, both for the target group and for the implementers themselves. The implementation of the partnership project will create an added value in the form of extending the territorial scope of the project to the area including partner countries: Poland, United Kingdom, Italy, Spain.The implementation of the project will bring high-quality results.Phase 1: Determining the base line (4 months)Completing national questionnaires - Cultural Competence Self Assessment at parents Outcome 1 - Research report, publishing a report summarizing the survey. The report is available in four languages: English, Polish, Italian and Spanish. The output is related to Objective 1.Phase II: Developing and Testing (8 months)Design, run and update support.Carrying out activities aimed at supporting the exchange of good practices and experiences on social inclusion through the art of parents with low competences.Outcome 2: Newsletter development: Community art projects - Ability to deal with sudden problems through art and creativity. The output responds to Objective 2.Result 3 - Training Resource Kit - Development of materials for educators to assist in conducting community arts projects for parents. The material will allow to obtain a tool that will support solving the problem of social inclusion through art.The contents of the Training resource Kit are:Module I - Participatory art. Community culture development.Module II - Providing parents with the necessary competences needed to create creative and innovative solutions.Module III - Parental attitudes supporting creativity.Module IV - Artistic care for society. A life-saving opera for parents todayThe output responds to Objective 3.The innovativeness of the project is based on the search for new and effective ways of solving the problem within the support area. The A.M.O.S project is innovative for the partner group due to the fact that the subject of social inclusion through art is taken up.We anticipate that the project will have a significant impact at each impact level.

The context of the project is the current situation of vocational training in Europe, which requires determining the paths of raising qualifications.The project aims to gather stakeholders to effectively support them in implementing adult dissemination paths.The main goal is to build common knowledge on the main challenges related to the design and implementation of skills development paths.Detailed objectives:Objective 1 - Supporting the exchange of good practices on the topic of defining paths of improvement of competences (Upskilling Pathways).Objective 2 - Increasing the competences of vocational advisors and trainers in motivating and encouraging adults to improve them vocational development.Goal 3- Preparation of the educational packageObjective 4 - Raising awareness among relevant stakeholdersThe project will be implemented in international cooperation. Participants will have the opportunity to work together to:- reflect and discuss needs at target groups of low-skilled adults,- find out how countries with similar priorities organize their approach to raising the qualifications of specific low-skilled adult groups,- think about different visions of raising adults' qualifications in different countries,- discuss the evolving approach to improving qualifications,- refine and adapt the analytical framework for improving adult qualifications to address current challenges.The project focuses on developing and drawing on existing interventions related to Upskilling Pathways. The reason of the project to find and develop tailored solutions and take into account national strategies.The selection of partners has been carefully planned. Organizations from five countries such as: GB, PT, PL, IT, GR had been selected for the project.Considering the frequency, purpose and participation of partners in international meetings, we are planning to have four international meetings.Learning activities which are planned in the project.It will be a 3-day course in the partner organization. The training will be attended by 4 representatives from each organization.The project is expected to benefit people with low qualifications.All specialists and institutions that will create the Upskiling Patways integration network (secondary target groups) will also benefit during the project.Vocational advisor ansd specialist have hight experience which working with low gualification adults. A dissemination plan will be developed covering as many channels and recipients of dissemination.