There is a serious exclusion in the workplace towards people who have a disability, such as autism spectrum disorder. Therefore, the ASPALI team of professionals thought of creating an alternative, through a system that respects the pace of learning and improves the employability of these people, offering them, not only to contribute to society, but new opportunities in their lives that allow them to feel more fulfilled. As a collective with the capacity to work, they must seek to channel the full potential of people with Asperger Syndrome, specializing in tasks that fit their profile, and in which they stand out for their qualities. In addition, it is considered important to incorporate continuous training to be updated in the field of new technologies, sector where the demand for employment grows. Despite high unemployment, there are a number of essential characteristics that define ASD people. They are elements of great value in the workplace, and that is an advantage for the development of certain jobs (Howlin et al., 2004). For example, traits such as meticulousness, focus on what motivates them, attention to details, honesty, analytical thinking, creativity, preference for routine, memory, good skills in mechanical and repetitive tasks that require A high level of concentration makes people with ASD excellent candidates for positions that require tasks related to detail and rescission.On the other hand, you generally have to work and train with these people, all those social skills involved, not only in the acquisition of a job, but in the maintenance of this. The conventions and social norms in the works, the hierarchy, the time in the breaks, the management of conflicts, resolution of problems, personal image, as it is the relation with the companions ... etc., But also, how to carry out searches of effective work, or how to pass a job interview.Among the elements that make access to employment difficult for people with ASD, apart from their individual characteristics, they include:-The lack of superior training adequate to the characteristics and the way of learning of the ASD people.-School bullying and the social demands of higher educational contexts that favor absenteeism and demotivation.-The difficulty of overcoming job interviews or trial periods, either by not taking into account the characteristics of the ASD people, or by the lack of adequate support or guidance in the performance of new tasks.-The lack of specific programs and resources to promote employment in ASD-The problems in recognizing disability.Therefore, ASPALI together with AIJU, ALP, SCP and IIAPHS will design and develop a platform that will contain an application for mobile, and a Virtual Reality scenario. This proposal and the work of this consortium will be seen in the results that will be generated during the 26 months of duration.First, an ACTION GUIDE FOR THE WORK SEARCH will be generated. In this guide information will be compiled about what companies are looking for when hiring new personnel, what to put in the curriculum, types of job interviews, techniques and methods that can be used, etc. This guide will be fundamental for the achievement of the work in WOTICS.Secondly, the WOTICS APPLICATION will be carried out: it will be an easy access application, where through chatbots, scenarios and situations that we create, the user, in this case children with autism spectrum syndrome (ASD), will be able to deal with complicated situations when looking for a job, or when dealing with real situations that are difficult for them to solve.And finally, WOTICS VIRTUAL will be created, in which it is intended to create a scenario with Virtual Reality, where you have to face a first day of work, with new colleagues, with people in charge, with tasks to perform, etc., and where users will be able to prepare and train for a real situation.The benefit that we hope to achieve is to improve the employment statistics with respect to the ASD people that we currently have. The aim is to empower the group, useful training for real contexts, create an adapted, careful, innovative, motivating learning modality that respects the learning and understanding needs of ASD people. On the other hand, encourage companies to take into account the neurodiversity in their selection processes to create inclusive processes that take into account the values ​​and the adjustment to the posts. In summary, favor the overcoming of personnel selection processes in the ASD population and their labor inclusion through innovative learning.

The project ’Connecting EQ to Leadership Development’ (ConnEQt) has developed an up-to-date and sustainable concept for an educational opportunity for adults, consisting of a 12 weeks long blended learning course that is unique in delivering personal (leadership) development opportunities for individuals in the purpose of raising awareness of the combination of leadership activity in relation to Emotional Intelligence, both as a competency element of the leader, and the leader's awareness of and alignment of leadership style according to emotional contexts or situations of the follower(s).Taking into account the busy time for leaders as well as the ongoing plead for sustainability, the period of learning is 12 weeks, of which only one is dedicated as a residential on-site course for the attendants. All other learning activities, including supervision, coaching, and networking, is intended to be remote, either online or offline, still in close connection to a personal coach, mentor, or supervisor. This should leave time for each learner to read. practice, digest, and reflect in the most convenient time and place - as an optimized learning environment. However, the project also aimed at exploring how a sensitive topic like Emotional Intelligence could be handled through (partly) remote and virtual learning media.The project was aiming at using a thorough literature study about the combination of leadership activities and emotional intelligence to invent, describe and pilot learning activities that can assist the holistic personal development about emotional intelligence. The additional aspect of human senses to support the full body learning can be made possible through physical, visual, olfactory, and auditive activity development. The initial time of this project has therefore been spent on theoretical literature studies, resulting in 2 publications: 1) a reference framework describing the connections between Emotional Intelligence and the skills of an emotional intelligent leader living out a relational leadership, and 2) a compilation of short theoretical articles covering the main topics included in the blended learning course. These 2 publications are meant to support interested individuals and institutions in exploring the topic, and can be used for future blended learning courses of this kind. Before piloting the concept, all involved staff, facilitators, coaches, and lecturers, went through an intense staff training in Italy in May 2018, in order both to create the concept and to practice potential activities in the aim of refining and prioritizing the learning activities. This lead to a thorough curriculum for a 12 week blended learning course, including description of methodologies, learning, practicing, and mindfulness activities, and a suggestion for setting up a similar course. The curriculum was piloted February through May 2019 with remote, online webinars before and after a 5 day on-site residential course in Spain, with 17 participants from different working environments throughout Europe. Along with this, the activities have been piloted during several national multiplier events in Spain, Italy, Austria, and Denmark.The products of the project are the mentioned Curriculum and artcles, joined by a descriptive reference framework publication for stakeholders and interest organizations. Along with this, an interactive I-book is set up as a (self-)learning and materials platform for future blended learning courses. Publications, I-book, and concept description will be accessible through the European network and through the information channels of the partner organizations.University College South Denmark (UCSYD) was the lead partner of the 23 months project, with the 3 partners alp (Austria), Euroaccion (Spain), and Kamaleonte (Italy).

"Alp activating leadership potential is a network of professionals who are passionate about leadership. Together with 3 partners- The University of Malta (UOM)- Kamaleonte (Educational organisation working with outdoor and experiental learning methods) and - Eolas Soileir (a charity working and training vulnerable adults in society) they explored how to best support adults in leadership development. The aim was to develop an “authentic” and “inclusive” leadership approach and a training frame taking the strength and weaknesses of each person into account. In details the objectives of the project were- To explore the topic of “authentic” and “inclusive” leadership taking the concepts of the “Multiple Intelligences” and the “5 mind of the future” of Howard Gardner on board- To investigate the correlation between Multiple Intelligences and gender/cultural diversity and see how this can be included in a leadership approach- To develop innovative tools and a training frame for leadership development, which supports authentic and inclusive leadership- To build on the knowledge of MILD (Grundtvig Learning Partnership) and develop the concept of “Multiple Intelligences as a resource of leadership development” further with new partners- To research on authentic and inclusive leadership, gender and cultural diversity and Multiple Intelligences in the partner countries involvedBuilding on a previous Grundtvig Learning Partnership, where leadership in connection with Multiple Intelligences (Howard Gardner) was explored, the new project went deeper added the perspective of being inclusive towards gender and cultural diversity additionally with the new concept of the “5 mind of the future” of Gardner. The project partners developed in four project-meetings a new “authentic” and “inclusive” leadership approach including an innovative training concept and tools. The diversity of partner organisations supported innovative thinking and creative work.In a testing period in 4 national and 2 European seminars the partners evaluated the impact on the leadership development appracoh and consolidated the concept. A paper on the new leadership approach (= handbook) was written and translated in the three main languages of the partners (German, English, Italian) and disseminated widely within their local, national and European networks and on their websites and social media plattforms. Further a book with the training methods and a Learning Log called ""My Leadership Journey"" for the participants of the training was developed to support their search for authentic and inclusive leadership. The project will have an impact on the learner himself, on the partner organisations aswell as on their wider national and international networks."

<< Objectives >>LOL - Learning Operative Lab aims to improve the quality of training offer in Lifelong Learning, by sharing Best Practices.Objectives:1) To provide trainers with updated skills on new methods, tools and themes related to soft skills.2) To enhance the European dimension of the partners.3) To share Best Practices on the development of Soft Skills, in Lifelong Learning.4) To improve the partners’ training offer.5) To raise awareness on environmental issues and promote a sustainable training.<< Implementation >>ACTIVITY 1: Creation of a Training Portfolio through Exchange of Best Practices.The partners will select 5 Best Practices to be shared in a Portfolio of training tools on soft skills development.The practices will develop competences related to Environmental Sustainability, Inclusion and Diversity, Empowerment and Engagement, Digital Competences.ACTIVITY 2: LTTA testing of the Portfolio, which will last 5 days in blended mode (2 days online, 3 in presence).ACTIVITY 3: Meetings & final event.<< Results >>ACTIVITY 1: 5 National Reports on Soft Skills Development in Lifelong Learning. 1 General Report on Soft Skills Development Offer at European level. At least 50 trainers will take part in the activity.ACTIVITY 2: 1 Portfolio of 5 EDA good practices for soft skills development. At least 200 trainers will receive a copy of the Portfolio.ACTIVITY 3: 3 Meetings (1 online, 2 in presence), 1 Final online event. At least 40 people will attend the event, at least 2000 will be informed of the project.

"<< Objectives >>*Exchange and reflection on Informal Moments (IM) onsite/online in adult learning, as ways to develop competences and consolidate learnings. * Improve the quality of digital trainings by including IM into in the learning process. This will alleviate psychological stress caused by excessive time spent online. *Via the eMO lab, aim is to involve trainers and experts working with marginalised groups, thereby taking steps towards conducting more inclusive learning opportunities in the future.<< Implementation >>*An online and in-situ research in IT by the partners' trainers for finding common ground to define IM. *An eMoLab in AT to explore and discuss, with external experts/trainers from marginalized target groups, the added value of IM in trainings and ways to create them. Testing period on the base of the ”Framework for IM” poduced will follow.*A production Lab in DE with the partners' trainers to elaborate iMOtion Podcasts+BlogArticles.*Monitoring+admin+finance+dissemination+graphic<< Results >>* iMOtion 20/30 page online publication ""Framework for IM” in Italian, German, English, that outlines IM as a concept and is enhanced with ready to use best practice examples and methodology for trainers in adult education*6 ""iMOtionPodcasts"" 10-20 min audio source in English *12 one page written web ""iMOtionBlo*Raising awareness of IM among European adult educators*Trainers of the project partners have acquired podcast production competencies to enrich their online learning offers"