<< Objectives >>The main aim of the project is to offer a toolkit for the education and training on democratic basic knowledge for young vulnerable people, who either have a low level of education or suffer from unemployment. With this we want to promote democratic literacy and values. Thus, encouraging them to play an active role in shaping the society. These young people should be sensitised for democracy with the result that they understand that their voices count.<< Implementation >>The overall project activities are the following: Planification, Preparation, Management, Evaluation and Dissemination, to properly implement, monitor, assess and spread the word about the project and its results. Implementation: development of the ABCDemocracy Toolkit and testing with young people and youth workers.<< Results >>ABCDemocracy Tookit is the main result to be developed within the framework of the project, and will include-Video-testimonies of political actors or activists, so they share their experience, idea and vision about democracy, European values and tolerance. -Podcast series supported by written content about basic democratic knowledge and political literacy.-Online Escape Room. Basic democratic knowledge as well as tolerant and pluralistic ideas are promoted in a gamified learning experience.

<< Objectives >>The main priority of the project is training the trainers, strengthen their capacity and improving their skills and abilities to promote entrepreneurship programmes with a social dimension based on the Sustainable Development Goals. The SDGs are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including those related to poverty, inequality, climate change, environmental degradation, peace and justice.<< Implementation >>- Planification- Preparation- Implementation- Evaluation- Dissemination<< Results >>- A training toolkit for trainers on how to design social entrepreneurial itineraries for entrepreneurs- A set of resources and practical activities based on Project Based Learning methodology with specific guidelines for use in promoting social entrepreneurship based on the DGSs- A set of new entreprenesaurial ideas to solve common challenges through innovation social entrepreneurship- A Final report of conclusions and recommendations to be t

<< Objectives >>Peer4Inclusion advocates for the design of a methodology and a course based on Peer Mentoring, whose objective is to train migrants (economical and humanitarian) and refugees already integrated in the host societies as Peer Mentors who will guide and support the process of social and labour inclusion of other migrants that are in the integration phase. Existing migrant communities have experienced the transition in the host society and are well placed to guide newcomers through it.<< Implementation >>Planification. It has included the joint design of its objectives, expected results and timing.Preparation. It includes all the activities necessary for the correct implementation of the project Implementation It has been designed to lead to the development of the main resultsEvaluation. It includes a set of activities aimed at supporting partners monitoring that the planned objectives are achievedDissemination. It includes the main project achievement promotion activities<< Results >>The main product will be the Peer4Inclusion Training Toolkit. Based on a methodological framework for the application of Peer Mentoring models in Adult Training, this toolkit includes OERs resources for training the future Peer4inclusion Mentors, so that will incorporate training for Peer mentors to be trained on key concepts to understand and improve key competencies to become Peer Mentors, and to become familiar with the tools they will use in the practice of Peer mentoring.

"The development of technology, exponential in recent years, has transformed the way in which we relate, interact and communicate. Almost all people have access to mobiles, tablets or computers, which put communication tools in their hands. Just some data to contextualize: the number of mobile cards in the world (SIM used exclusively by people) was 7,800 million in 2017 (GSMA annual Mobile Economy report); Whatsapp supposes 60,000 million messages daily; this communication network and YouTube have 1,500 million active users per month, and Instagram 1,000 million. In addition, 80% of all content consumed online is audiovisual.However, and despite the fact that most adults use these tools, we cannot affirm that they have the necessary skills to understand and have real communication through them. Audiovisual communication goes beyond technical skills and involves mastering the audiovisual language. Audiovisual language is a code that is guided by rules that allow us to produce messages combining images (also in movement) and, sometimes, also sound.The audiovisual narrative is the key factor for communication. European adults need to activate and develop their skills in order to be, not only receivers of audiovisual communications, but also to produce and share their own messages. For this, they have to be able to understand the audiovisual language, build their message and create their story, select the most appropriate means to transmit their message (video, image, illustration), know and use technologies (programs and / or applications) that allow them to ""write"" their message and select critically.Thus, the project has worked to achieve these objectives, and developed a Training in Visual Narrative and Communication (audio), which is available openly and free online, in 5 languages: English, Spanish, Portuguese, Bulgarian and Polish.The project has been deployed around various activities, some of them transversal, which have been essential to guarantee the correct development of the project (they are those of management, evaluation and dissemination). And others, more specific to the creation of the IO - Training in narrative and visual (audio) communication, and which include:1. Working groups with experts in adult training and audiovisual communication - 23 professionals participated in national groups to provide support and guidance for the creation of the IO.2. Design and development of content, programming and creation of OERs, creation of communities, publication of the online program.3. Testing with users and experts - 577 people participated in the Facebook communities (one in each partners language, plus English), and 100 answered the evaluation questionnaires.4. Application of improvements and publication of final IO.During the implementation of the project, especially since the creation of the IO, a broad impact has been achieved. Thus, in addition to the aforementioned figures, we have verified the access of 920 people to the modules of the Online Training Program. Also, thanks to the support of the multiplier events, in which more than 80 representatives of organizations, adults and other stakeholders participated, or of social networks, through which we have achieved more than 2000 interactions, and 2063 visits to the project website.Thus, these results continue to improve despite the fact that the project has ended, and we see how the accesses are maintained and the partners are making use of the training materials with their students.We believe that these positive results are sustainable, since their use is allowing us to detect areas for improvement (mainly motivated by new features in Apps or resources), which are shared through Facebook communities, and are easily implemented in online modules, thanks to the design software used (Rise Articulate). This allows us to make immediate changes to the content, which is also perfectly displayed from any type of device (mobile, Tablet, PC)"

"<< Background >>The world is facing an unprecedented pandemic that, among its many consequences, has brought with it a new way of understanding learning. COVID19 has disrupted the way we live, the way we relate to each other, and of course the way we learn. Teachers and trainers have been forced to stop face-to-face learning, adopting emergency solutions associated with digital transformation in order to continue offering alternatives that allow them to continue training students remotely. Obviously, online training was not unknown, but the circumstances of the pandemic have made it an indispensable element.Confinement and its consequences for training have had a greater impact specially among the groups of trainers of vulnerable groups such as trainers of migrant people, that have had to face a double handicap because adult migrant education, have to prepare adult migrants for effective integration in the hosting societies. The offer of training programs and socio- labour insertion for groups of migrant and vulnerable people, are offered practically 99% face-to-face, which represents a huge challenge for trainers, who are aware that they will have to adapt their methodological approaches to possible new periods of confinement or the application of restrictive measures of another type that hinder this face-to-face learning.So that, the main goal of Flipped DTs is to redefine the role of the trainers of these disadvantaged collectives by turning trainers into drivers of innovation, enabling them to create and to adapt new methodological approaches as tools of social isolation and drawing the future of the training system according to a hybrid learning combining the synchronous and asynchronous dimensions. For this reason, the project is focused on giving a creative solution to the challenges that the current crisis is bringing to the trainers of the most vulnerable groups, such as migrant people in situations of social vulnerability, answering comprehensively to the new educational needs arising as a result of the pandemic, through the application of a new methodological approach, based on the potential of Flipped Learning and the appropriate use of digital tools that allow the reinforcement of communication, collaborative learning and emotional engagement of students.<< Objectives >>The project addresses to adapt teaching methodologies to a mixed context. that allows the promotion of innovative methods and tools for teaching and training for the improvement of lifelong learning as well as to increase quality and recognition of teaching through innovative pedagogies as blended/ flipped learning that could play a pivotal role in increasing equality and inclusiveness in adult training. Digital technology should be integrated into the training system ensuring an appropriate mix of digital and face-to-face learning experiences.To respond to these needs, we will create the Flipped DTs training toolkit, a Toolkit of open educational resources designed so that trainers can successfully integrate the Flipped Learning methodology in the planning and development of their new training programs. Flipped Dts is an opportunity for trainers to organize their teaching differently and to interact with students on a more personalized basis, focusing on their specific needs. Because responding to the challenges of adapting training programs for vulnerable migrants to the new reality imposed by the pandemic can only be guaranteed by training and giving a new role to trainers.Trainers must acquire new digital and personal skills that allow them to adopt flexible and creative methodological approaches that help them develop and combine synchronous and asynchronous learning solutions. Hence, our main project objectives are:Objective 1. The trainers of these groups are more than trainers, they are drivers. They are a key model in the process of social and labour integration of the group. Many times, their only link with the host society. Therefore, the first objective is to deliver inclusive education through blended approach.Objective 2. The pandemic has shown that there is no digital inclusion without social inclusion. Vulnerable people are less likely to participate in online learning. Minimizing the risks that the trainer faces with these groups in terms of disconnection through the implementation of an innovative methodological approach is another of the main objectives of the project. Trainers must face the challenge of having the resources to continue to address the ""emotional literacy"" of the collectiveObjective 3. Equipping trainers with the necessary tools to implement a training offer that allows to alternate and combine synchronous with asynchronous phases, leads us to support a flipped classroom model that allows trainers to become creators of digital content, at the same time in managers of experiences and dynamics face to face.Objective 4. Designing a set of open educational resources that train trainers to become the driving force behind this great educational challenge that must be applied to the trainers of vulnerable groups in the post-Covid era.Objective 5. Develop a training Toolkit that can be used by any trainer who must face the challenge of adapting the training of these vulnerable groups.Objective 6. Teach how to use technologies for humanizing and maintaining the engagement of this new training model, helping teachers to reach level B1 of 5.2. competence ""Identification of needs and technological responses"", from Area 5. Resolution of problems of the Reference Framework of Teaching Digital Competence, enabling them to:•Search, identify, filter, evaluate and select digital tools and resources to later apply them in the classroom in order to effectively manage teaching activities.•Diagnose the degree of development of the students' digital competences and based on this, develop online activities.Objective 7. To become these trainers into the new generation of Flipped Digital teachers/ trainers for the new post pandemic era.<< Implementation >>The project is designed to be be implemented on the basis of 4 main phases: preparation, implementation, evaluation and dissemination. We are going to develop a wide range of transversal activities such as the global coordination of the project, dissemination or evaluation, which are going to be developed in conjunction with the implementation of the intellectual products that are the concrete results that we are going to obtain with the development of the Project.During the preparation of the project application, partners shared a first distribution of tasks according with their specific competences and experience. All the project work can be summarized in the following activities:PREPARATION PHASEA1: Partnership building activities: transnational meetings. A2: Building Project Management Team [PMT]A3: Monthly Skype meetings of the consortium PMT A4: Preparing Project WebsiteA5: Deployment of sustainability strategyIMPLEMENTATION PHASEA6: IO1 - FLIPPED DTs Toolkit development A7: FLIPPED DTs Toolkit testingA8: FLIPPED DTs Toolkit final version elaboration.MONITORING AND EVALUATION PHASEA9: Ongoing evaluationDISSEMINATION PHASEA10: Social media campaignA11: Communication and dissemination activitiesA12: National dissemination activities, including multiplier events.<< Results >>The main result of the project is the Flipped DTs Toolkit, a set of open educational resources, focused on training the trainers by creating a new generation of Flipped teachers and Flipped learners.The Toolkit will include:1. A training course aimed at trainers, that provides them with the skills that allows them to learn how to combine the traditional offline classroom with online teaching and activities. Trainers have to assume that, in the best of cases, face-to-face activities are going to play a secondary role at least for the duration of the pandemic. For this reason, the project will offer a training course on a methodology that has been successfully applied in the school and university environment, the Flipped classroom, which involves a combination of synchronous and asynchronous dimensions in the learning process. The objective of the course will be to train teachers how to use and adapt the Flipped learning methodology in the design and delivery of programs specifically designed for migrant people in situations of social vulnerability, as well as teaching them to use digital tools to get the most out of the training process while maintaining the engagement of groups like these, which in many cases have the essential technical means.2. A Set of Taining Video Pills showing how to use mobile resources and social networks to organize the online part of these programs.3. An interactive Catalogue of Good Practices that illustrates the successful application of this methodology in adult training environments, identifying the aspects of success and indicating how to transfer them and adapt them to concrete examples with the group. The mapping of best practices will reflect this diversity and ensure a strong European learning dimension in multiple languages accessible to educators and teachers.Finally, all the partners involved in the project will:• Create an innovative toolkit which will strengthen their positions in European level.• Ensure wide reach and use of creative teaching methodologies based on Flipped Learning approach.• Expand their networks in European level.• Multiply their impact in national and European level.There will also some other results, not listed under the Intellectual Outputs or Multiplier Events, but necessary to guarantee the correct implementation. Those are:1. Bilateral agreements between the partners and coordinator2. The Management Agreement Protocol that will establish the operational rules, problem solving and risks management mechanisms. It will be attached to the contracts as an annex.3. Agendas and Minutes of the Transnational Meetings.4. Intellectual Property Rights Agreement (IPRA). to be signed by partners to define the rights of use and the intellectual property of the results. In line with the objectives of the ERASMUS+ programme of promoting the development of Open Education Resources (OER), the results of the project will be free of use.6. Financial and Administrative Reports.7. Quality Management Plan.8. Evaluation reports, with the results of the internal assessment process and integrating the external evaluator reports.9. Dissemination Strategy, already defined by partners, to be deployed immediately after the project start."