According to the 2107 World Economic forum Report, with regard to the overall scale of demand for various skills in 2020, 36% of all jobs across all industries are expected to require complex problem-solving, social skills —such as persuasion, emotional intelligence and teaching others— will be in higher demand across industries than narrow technical skills. Beyond hard skills and formal qualifications, in fact, employers are often concerned about the lack of transversal competences that current employees (or prospective new hires) needed to perform various tasks successfully. Main objective of the ALLsoSKILLED project is to develop and test an all-in-one learning program to help adults learners in strengthening soft skills while raising their awareness on the importance of lifelong learning possibilities, thus increasing their motivation for improvement and enhancing their employability skills in the process. The program aims at equipping adult learners with more than 35 year of age, in building up the ability to deal with change, and act with a critical and responsible stance. Raising the skills and competences of adults significantly contributes to achieving the strategic objectives of Europe 2020, as reflected in the policy cycle of the European Semester. In order to set a positive practice with the ALLsoSKILLED project itself, the partners will involve a large number trainers and employers, to ensure that the results of the project will stay available and relevant for a greater number of users in Europe. The necessity of acquiring new skills in the era of globalisation and rapid technological changes are bringing about important shifts in the way education can analyse and monitor the labour markets and in educations systems. This is resulting in the need for develop partnership between education and training providers, research institutions and cultural actors to support innovation and to increase employability and to make education and training more relevant to the world of work.The 6 partners involved in the project represent a wide range of European diversity, as they are situated in different areas of Europe (PL, IT, GR, LT, TR, SE), they represent a variety of organizations but also socio-economical contexts (towns of different sizes, economical life and culture) and most of all have different expertise and stakeholders and audience with different backgrounds and needs. The partnership will promote people’s RIGHT TO ACCESS SERVICES they need to re-engage in training thus preventing social exclusion. In this respect, the project makes a direct contribution to the 1st pillar of the “European Pillar of Social Rights in 20 principles”. (Education, training and life-long learning offering a way to engage and motivate adult learners to increase their basic and transversal skills in order to enable them to participate fully in society and manage successfully transitions in the labour market). The unemployed and job seekers can also take advantage of the products and training, as they provide a standardised method to foster employability skills and improvement. Whether education is provided in the classroom or an interactive content, adult teachers/ trainers need to learn new techniques and methods to let the learners get the maximum benefit for their learning experience, and most of all, need to learn how to compensate fast changing labour market/society’s needs with slow moving education systems. Professionals need to know how to define the best blends among online, offline, on-demand, experiential, face-to-face activities to increase participants learning possibilities, and, most of all, allowing learners to control their own timing and schedule.

“Making better use of digital technology for teaching and learning” is one of the 3 macro - objectives of the Communication on the Digital Education Action Plan, released in 2018 by the European Union. The year after, the Center for European Policy Studies conducted an analysis detecting “significant differences across member states in terms of the capacity to take up the opportunities of digital learning”, with a great difference between northern countries (the best positioned) and the southern countries, with Italy, Greece and Slovenia in particular ranked close to the end of the list. Then, at the beginning of 2020, the COVID-19 pandemic event upset the world, with enormous consequences also in the worldwide and European educational systems. As a response, when decision makers realized that the educational system was too slow in facing the necessary shift from a fully-traditional educational structure to a partly-digital didactic, many efforts has been performed for the digitalization of curricular educational activities, but less efforts had been dedicated to extra-curricular activities, such as dual education. Acting in the field of dual education in order to digitize processes and tools also means a change of methodologies: traditional dual education schemes, where students are asked to perform mechanical tasks with equipments and machines, are no longer replicable on distance and a new approaches in planning experiences and assessing competence must be developed and tested.For these reasons, the SEED project created an international partnership composed by training and vocational education institutions as well as technological and scientific knowledge providers located in Italy, Spain, Slovenia and Greece to design and test innovative creative-base methodologies (SEED Toolkit) for teachers and trainers of the high schools and vocational schools (15-18 years old) using problem-solving approaches to deliver ready-to-use solution based on real-business cases in order to ensure the continuity in performing extra-curricular activities also on distance. SEED specific objectives are: => To recognize the importance of creativity as a crucial transversal skill for students in order to better face the increasing request of innovation in all sectors of the labour market; => To improve the use of “dual training” as a fundamental pillar for a faster and more profitable access of students in the labour market, especially by ensuring more digitalized and creativity-based methodologies; => To equip vocational education institutions staff with the necessary digital skills to manage on distance dual training experiences based on creative-led methodologies; => To contribute to the empowerment of the EU educational policies by testing and delivering a new creativity-based and digital solution, aligned with EPALE and School Education Gateway.Starting from a specific methodology (Contamination Labs) designed and implemented by Ca Foscari Foundation in Italy, where the connection between schools and enterprises is guaranteed by local labs where students of different level of education are asked to solve problems through creativity-based techniques by releasing “project works” (very close to business plans), the above mentioned objectives will be achieved by an intense cooperation of 24 months between the SEED partners, based on a first activity of baseline study (IO1) aiming at the identification of the starting points in terms of dual education systems actually active in PP countries (IO1.1), creative-based methodologies applied to work-school experiences (IO2) and digital solutions for on distance dual education experiences (IO1.3). The last action of IO1 is the definition of a first draft of the SEED Toolkit (IO1.4), to be then assessed and integrated with local Co-Design Labs (IO2.1) performed in all countries with the involvement of the 3 key stakeholders (teachers, tutors, mentors): this action will pave the way for the definition of the digital supportive technology (IO2.2) enabling the application of the SEED creative-based methodology on distance and leading to the Final SEED Toolkit (IO2.3). Once ready, the SEED Toolkit will be transferred first to internal trainers through a joint international training action (IO3.1 and C1) and then the knowledge will be transferred at local level to local SEED Communities in each of the 4 countries (IO3.2), in order to prepare the field for the User - Testing Experimentation (IO3.3), where the Toolkit will be tested in real dual education experiences (4 countries, 20 teachers, 20 companies and 100 students involved). The feedback collected during the ET Experimentations will drive to the SEED Handbook for on distance Creativity-Based Dual Education. SEED partners will be deeply involved in dissemination and raising awareness activities, in particular by means of 4 multipliers events (2 national and 2 international) to be organized after the release of the SEED Toolkit.

"The project has developed from a partnership of 6 different organizations from 5 countries, which presented all a great touristic potential, but with many weaknesses and needs in the field of the ecotourism development: low interest to diminish the pollution by environmental legislation; insufficient investments for the development and promotion of cultural objectives; mass tourism encouraged; lack of waste, suitable and sanitary facilities in numerous tourist attractions; limited access of persons with disabilities at tourist sites; lack of tourist information; poor use of alternative energy sources; lack of public-private partnerships for ecotourism; lack of institutional structures for regional development of ecotourism; lack of marketing plans aimed at ecotourism; insufficient use of ICT to promote ecotourism development. In this context, the project main project objectives were: the promotion of environmental education among young people and adults and the development of ecotourism, as a starting point for the development of active citizenship.The participants directly involved in the learning activities (blended mobility for adult learners) were 4 for each partner organization (24 in total), selected among volunteers, students, tourism workers, travel agencies clients in each partner organisation which elaborated a specific procedure based on the their context and specific needs, considering established common criteria. We estimated to have involved at least a number of 500-600 participants in average among all the different local activities carried out by all partner orgnisations. All the activities carried out, both locally and internationally, were well illustrated in the final conference held in San Venanzo Municipal conference room at the presence of all project partners, from France (Martinique), Greece, Portugal, Romania and Italy and a good number of citizens and local authorities, who shared the results obtained.pursuing the project objectives. Project activities: after a deep SWOT analysis made in each partner country since the project application, the partner organizations developed preparation activities and implementation, monitoring and evaluation, dissemination and communication plans; since the first transnational project meeting in Romania there was the definition of the target group selection criteria the presentation of financial plan and reporting instruments in order to ensure a quality management of the project. The partnership developed a research on the awareness of ecotourism and sustainable development in each partner country (Study of ecotourism development), which revealed potential opportunities and the difficulties and needs in the field of the ecotourism development. During the project, learning activities for adult learners were developed and implemented during two blended mobilities in Portugal and in Greece, with the methodology of ""Green Aula"" on the theme of ecotourism. In each partner organization, local projects for the ecotourism promotion were developed, involving a large number of participants, included students and adult population. The description and results of the local project is part of the Manual of ecotourism promotion. In total 5 transnational project meetings were held, 1 in each partner country, two conferences: an opening conference to present the project objectives (in Vaslui, Romania) and a final conference to share and disseminate the project results (in San Venanzo, Italy). The main project results have been: Study of ecotourism development, Manual of ecotourism promotion, ""Green Aula"" experential learning workshop, local projects on the theme of ecotourism involving target groups and local stakeholders, project web site with e-learning space and 4 Newsletters describing the activities implemented during the 2 years. The web material will be on line for 5 years after the project ending, then the contents will be available in the partners' official websites. The project impact on participants was based on their improved awareness and knowledge about environmental sustainability, ecotourism and the importance to be protagonist of a change in the way of using the natural resources or the territory, also for tourism purpose, which needs to be sustainable, respectful of natural, cultural, traditional and social presence for the future development of all; the participating organizations developed new ecological educational programs based on the experience acquired during the project; they strengthened the relationship with local organizations to promote ecotourism and a responsible attitude of tourists towards the natural and cultural environment. At local level there was an increased understanding of the necessity of ecotourism promotion, development of new programs and activities for environmental education as part of the education for an active citizenship, the involvement of local stakeholders in environmental education activities."

"Through an innovative approach to social entrepreneurship, the project addresses two of Europe's main challenges: - youth employment; - social inclusion. In the EU-28 in 2018, there was an average of 3.4 million unemployed aged 15-24 and 22.4 million people in this age group in the labor market, according to the EU Labor Force Survey. This gives a youth unemployment rate of 15.2%. If we estimate the singular statistics of each of the member countries of the consortium of the YSEP project published in September 2019 on Statista, we find that the youth unemployment rate in Greece is 33%, Spain 32.2%, Italy 27.1% and France 19.2% ( https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/).In view of this situation, we are convinced that the social economy could be a way to go further and solve part of the problem of youth unemployment because it combines job creation and economic sustainability with a concern for equity, diversity and environmental goals. Indeed, we that, the fundamental principle to achieve social cohesion is the recognition of the true power of the youth community. This is why young people need to build on existing social entrepreneurship initiatives in Europe that have proven that existing resources in their local communities can be transformed into innovative social solutions to address challenges of young people's employment.The ""Youth Social Entrepreneurs Potential"" project aims to enable young people to develop their social entrepreneurship skills, critical thinking, civic and social skills and to acquire the skills needed to identify and value the resources of their local cultural and natural heritage in order to transform their business ideas into concrete actions while taking care of environmental sustainability and their compromise with the community.Project-specific objectives: 1. Promote a common understanding of the field of social entrepreneurship by exploring different concepts, formats, and models of social entrepreneurship (social enterprises, cooperatives, social economy vs solidarity economy, etc.).2. Facilitate the transfer of good practices and ideas from social enterprises, strengthen community spirit and increase the motivation of young people to participate in society by creating a set of existing local social entrepreneurship initiatives in each country.3. Helping young people with different situations learn how they can detect local needs and use their cultural and environmental heritage to launch a social initiative, by creating a European training methodology for Youth, modules, and training, learning materials and make them available in the form of open educational resources (OER). 4. Developing young people's entrepreneurial skills to identify resources and business opportunities within the local community and enhance cultural heritage, social and environmental skills, as well as the basic and cross-cutting skills, language and numerical skills.5. Share best practices and ideas on social economy initiatives in communities and create a best practice manual as a result of all project activities. The project's target groups are young people aged 18 to 29 who want to develop their business ideas while generating a positive ""return to society"". Needs were identified based on existing knowledge gained by some of the project partners from previous projects. Some of the challenges and obstacles identified are the lack of capacity to identify opportunities and resources within their local heritage, insufficient confidence in the transition to self-employment, lack of knowledge on how to balance for-profit objectives and ensure a positive impact on society (social, cultural, environmental, etc.), lack of support for social entrepreneurship in the region and lack and/or not up-to-date ICT skills. On the other hand, other young people may have knowledge of forms of self-employment, but do not have the information that it is possible to achieve economic growth while solving community problems. They need to develop their social and intercultural skills, critical thinking and responsibility to be active citizens in the communities where they live."

The aim of “Camouflage and Safety in the Virtual World” was to create awareness about cyberbullying and the need of Internet safety which are the major issues of digital age. We were watching as in our school increases the number of cases of bullying ,especially cyberbullying and we developed a training guide for all teachers, students and parents to help to solve this problem .We tried to prevent bullying and to tackle the cases of bullying effectively because no prevention efforts would make bullying disappear once and for all. Moreover we were constantly monitoring the situation in partner schools and the changes taking place over time .Although cyberbullying appears, according to statistics, not very often in comparison to other Internet dangers, it is proved to be emotionally the most painful Internet danger . Our target was to make aware all stakeholders (children, youngsters, teachers, parents, local society, educational policy makers, local authirities, authorities in partner countries) of how important are ICT nowadays and how to make a conscious and safe use of it. We tried to equip our students with digital skills and competences to learn, live and work in a hyper-connected world. Although most of our students are digital natives they are not digital competent. Most of them use the Internet daily despite not being taught any safety policies or useful tips connected with using it. They tend to download anything, accept whatever and they really don’t understand exactly what every click means. In the future it can have negative impact for them when entering in the working world.We tried to teach children and young people, parents and carers, educators or social care workers, or indeed industry, decision makers, politicians to be competent users of the Social networks, because they are a critical resource for their career and educational futures but the entry to the world can be difficult and rules need to be followed. Teachers, parents must be aware and understand how they can support their students to enter the world safely so that their digital footprint is positive and they are aware of the issues. The project also highlighted ways in which online technology is used for good practices in the education field (eTwinning program,e-learning, blended learning, CERT,Gateway) ,This portrayed a concrete picture of the realities today’s children live in, where computer is part of their life. Contemporary reality and technology have increased the amount of time young people spend on the Internet. Many of the situations that are created in the virtual space are just as real as if they take place in person, because they are related to communication and exchange not only information but also emotions. That's why young people are faced with the task of not only learn how to manage reality, but also for actions in the virtual world. The partners created school policies and procedures in the form of a guide applicable to any primary level school within their countries or even within European territory on the safe use of the Internet and preventing cyberbullying. As the problem is international we exchanged good practise on the topic not only between schools from different countries, different cultures and historical and geographical background but also with international institutions (University of Coimbra,Portugal, Intermedi@kt , Greece). University of Coimbra has enormous experience in the subject of cyberbullying (numerous international research and projects) and was leading organisation in teacher training activities. We have one school from the poorest region of Bulgaria and there we organised one of Teaching/Training/Learning Activities in order to give those community of students and teachers opportunity to understand the diversity of European cultures and languages.Two of project partners haven't had previous experience in international project so they benefitted most from the multicultural experience of others, i.e. University of Coimbra, which differs much from the learning/teaching environment of their home countries. Both our project meetings in reality and in virtual world (blended mobility) were a valuable international pedagogical experience for the teachers and students involved in organisation and implementation of the project. We compared different education systems, test innovative teaching methods, peer-learned and used new gained experience in the project activities and are going to practice them after the end of the project in daily routine.The project strenghtened the capacities of organisations involved benfiting from new perspectives and experience and European dimension in school education, enabled students and teachers to work together in multinational and multidisciplinary groups and so benefit from special learning and teaching conditions not available in a single institution and to gain new perspective on the topis of cyberbullying.