"The importance of the project implementation:In general the situation in all partner countries is generally similar – the student self-governments generally limited their work to various events organizing for involvement, entertainment and bringing students together. Student self-governments are underused as the potential of intellectual resource. Young people are not informed and do not participate in the problem solving and decision-making connected with life of educational institution. Not all schools or educational institutions are interested in the development of student self-government, considering that it is extra work.In general, the risk of early school leaving will increase in all EU countries. The project offer the solutions to the problem. Student self-governments, increasing the efficiency of their work, will improve work with young people from groups of social risk and reduce the risk of early school leaving.Project objectives: to improve and intensify the work of student self-governments with young people, thus increasing the capacity and work efficiency of student self-governments and reducing the risk of early school leaving.Profile and number of participants: * 78 young people were involved and trained during mobilities. There had been planned to involve 98 young people but some young people participated in the mobilities several times therefore the number of people and mobilities does not match.* approximately 300 young people took part in activities planned by partner organizations * 29 teachers were involved in the mobilities. There had been planned that 48 teachers take part in mobilities but some teachers participated in mobilities several times. There was a requirement that the project coordinator participates in all visits so the number of people does not match with number of mobilities.*7 partner organizations (Bulgaria (a higher educational institution), Macedonia (NGO), Hungary (NGO), Romania (vocational educational institution), Turkey (educational institution), Portugal (professional educational institution), Latvia - coordinator (the general educational institution) participated in the project.The project activities were planned and implemented in two ways:Direction 1 - Training actions within mobility during which representatives of student self-governments and teachers, have acquired in-depth knowledge, skills and competences in a certain field.The methods have been used: ""ice-breaking"" activities, discussions, role-plays, tests for self-studying, interviews with representatives of various professions, visiting social institutions, excursions to companies, local and state government and manufacturing companies, charity campaigns, organization of various events, writing scripts and conducting events, making videos, activities of group formation and consolidation, organization of events, workshops, training, etc. All planned methods have been implemented as it had been planned and written in the application of the project.2nd direction - the activities held by the young people of the partner organizations, who had been trained within mobilities, in their institutions. The acquired knowledge / skills / abilities have been used to acquaint young people of their institutions with knowledge gained during mobilities.Description of the project results * 208 detailed handouts were created* The presentations include descriptions of situation in different countries, statistical data, theoretical guidelines and conclusions; all interested have access to these materials * Young people who have been trained during mobilities continue working in their own schools and institutions, informing other young people about the project results and involving them into activities; the total number - more than 1000 young people from all partner organizations Effects * It was planned that around 50% of young people from groups of social risk will be motivated to continue learning and to acquire the selected educational or another programs in all the partner organizations due to project activities. At poll of the partner organizations we have come to a conclusion that it is difficult to define whether young people are motivated to continue study, thanks to activities of the project as it is a difficult question. But all coordinators and the involved teachers have recognized that the interest of young people has increased, some young people have begun to show interest in requirements which have to be executed to have an opportunity to participate in foreign mobilities, to get acquainted with the culture of other countries, to learn something new.* After the project results are in open access and available for public, the staff of other educational and social institutions, members of student self-governments and young people will be interested in the project experience learning and its practical application in their own institutions – many representatives of various schools and institutions individually were interested in opportunities of the use of the project materials; many also were interested in possible contacts with partners of the project* Young people from groups of social risk have been encouraged to participate in activities that are organized by various educational institutions and NGOs.Long-term benefits *Young people will be motivated to continue or resume the formal education or also to increase motivation for education and development of career."

CONTEXTAdult education is an essential component of the Commission's lifelong learning policy.The European Union recognizes the key role that adult education can play in achieving the objectives of its Strategy.A recent international survey on adult skills revealed that a fifth of adults in the EU have very low levels of literacy and numeracy, while a quarter are unable to use digital technologies effectively. One in four adults lacks the digital skills necessary for satisfactory participation in social and economic life, as well as in everyday life.EAAL recognizes the need for all adults to regularly strengthen their personal and professional skills through flexible, high-quality, anytime, achievement-focused learning.Due to COVID-19, it has been difficult for all adult learning professionals to pursue their mission, and the need to connect, share and be inspirational in the community has emerged even more.Led by PETIT PAS APS (IT), the partners LURS (SI), KREATEM (HU), VHS SOB (DE), ACD LA HOYA (ES), TERRAM PACIS (NO), and AREADNE (GR), have carried out a project aimed at training adult educators, to support their daily work, especially in light of the changes taking place.GOALSThe project supported the involvement of disadvantaged adult learners; it encouraged participation in the labor market and social commitment of the same; provided educators with the acquisition of key and specific skills; provided low-skilled and less qualified adult learners in relation to the digital environment with relevant and high-quality skills, through informal and non-formal learning; it has promoted innovative, learning and confrontation practices among disadvantaged people; created synergies between participating organizations and their stakeholders.PROFILE OF PARTICIPANTS- staff of partner organizations,- disadvantaged adults- adult educators- adult organizations, local authorities, businesses, policy makers, professionals and researchers- trainers and educators- participating organizationsACTIVITY'The project disseminated good practices at a European level through the training of adult trainers and educators capable of providing digital skills applied to the world of work to disadvantaged adults with innovative, effective and consolidated methodologies.All participants were part of a transfer of know-how in the field of digital teaching and learning approaches between the participating adult education centers and various educational institutions.All the partners organized local events to inform and involve the general public, collecting adhesions and expressions of interest. Interactive workshops were also held to stimulate the active participation of adults. Research was carried out on the good practices used for the realization of the Manual. The training material was created in various formats available on the web platforms and on the project's Youtube channel.The project saw the realization of 14 local dissemination events, 1 LTTA in Kalamata, 1 international online training event, 14 local online and face-to-face training sessions, for trainers and adults in each country.RESULTS AND IMPACT• 40 adult educators trained through the Training Event in Greece (LTTA) and the online training event;• 100 adult educators involved in local training events following the LTTA (7 events in total)• 26 adult organizations, local authorities, companies, employment centers, policy makers, professionals, third age universities and youth centers involved• 7 Initial dissemination events involving 106 participants.• A Manual in English (translated into 7 languages: IT-SI-NO-HU-GR-ES-DE) containing comparative studies in Europe on the methods of approaching and teaching ICT applied to the world of work, for adults, adult educators, teachers and trainers' organizations working with adults, especially disadvantaged adults.• a web platform containing all the results of the project;• 140 adults involved in local training events following the LTTA and the local training event aimed at educators (7 events in total)• An audience of 15K was reached through advertising on partner websites, newsletters and social media of the project• Educators and staff have new tools for adult involvement and better knowledge of E +.

Lifelong learning is an important and useful activity at every stage of life. This is especially true when someone’s life is changed or stuck in their living conditions, and needs further skills to develop their various competences. This project indirectly targets adults who have been forced out of the labour market due to some external factors, need to change their lives for the further successes, gain new knowledge, find new jobs, and seek new opportunities. Our direct target group is educators, trainers, coaches and adult training professionals who deal with or want to deal with troubled adults who need help, are familiar with their problems and are open to accommodating and applying new solutions.Our two-year collaboration involves the participation of five countries of the European Union, involving adult training organizations with extensive experience in developing the target groups and using methods that have been used to address the basic problem of the project. Our basic goal is to create an intellectual output that combines international experiences that will be useful for adult training in all EU countries and to promote individual mobility within the EU and the free movement of qualified workforce. The intellectual outputs of the project seek innovative solutions to tackle the problems of adults stranded outside the labour force. Uniquely, we want to encourage the acquisition of basic life skills competences for new challenges, and new working environments, with a focus on financial literacy related to successful life. Primary intellectual output is a methodological collection based on the online platform, which is primarily intended for experts dealing with the indirect target group (outside the labour force adults). The purpose of this collection is to create a new, practice-oriented and userfriendly handbook that includes adult training methods that respond to new challenges and practical implementation exercises. Professional material encompasses the widest possible content, through basic household, social and welfare knowledge, and savings to sustainable lifestyles and future planning issues. The secondary intellectual output is responsible for ensuring the utility of the established methodological collection. In this intellectual output, we create exercise books and practical task collection, which - in practice - support the usability and efficiency of the established methodology. During the planned multiplication events, each partner country will test the primary intellectual output at local level, and the materials of these tests will be the content of the second developed intellectual output. Our primary goal is to seriously support the sustainability of the main output of two years of international cooperation by creating serious practical materials that are not only for introduction of the new methodology, but also for facilitating its use and adaptation. During the project, we are planning to organize mobilities in all participating countries in which the adult training experts of the organizations involved in the cooperation - basically based on experience-based 'trainers' trainings' - will promote the correct implementation of the primary intellectual output. During these times, the participating professionals train each other, will have brainstorming and workshops on the content of the various chapters, and coordinate the results of the creative processes between the mobilities. The need for planned development - based on the figures and statistics - is almost unambiguous. The former professional work of the partners involved is a guarantee of the creation of innovative intellectual outputs. We believe that our international cooperation serving the development of adult education at European level. Our activity is a niche substitute since it is a fact that within the field of adult education there have been few improvements to target the adults less concerned by the socialnetwork and no longer really achievable for the education system too.

"CONTEXTIn the next 50 years, we will be called to live the great challenge of sustainability, of building a sustainable society and economy. As European citizens, we all have a duty to in protecting and improving the environment around us because it means living better.The European Union, in the last 30 years it has multiplied its initiatives: policies, regulations, controls, anti-pollution interventions, research on environmental innovations, awareness actions, etc. Green growth is at the heart of EU policy to ensure that Europe’s economic growth is environmentally sustainable.Additional jobs are bound to be created in the coming years in order to meet the expected demand generated by fully functioning markets for secondary raw materials.In a lifelong learning perspective, education for sustainable development must not only permeate the entire school cycle, from childhood to university, and professional courses, but must continue further, until it merges with lifelong learning adults, as well as with non-formal and informal education aimed at anyone, moving in synergy and consistency with them. The transition to a circular economy requires an urgent need for new knowledge, skills and approaches. Education, basic and continuous professional training, as well as non-professional training for adults (or ""life long learning""), play a key role in the revision and implementation of knowledge.GENERAL OBJECTIVES The Erasmus ""Protect Yourself"" project aims to create a series of tools and resources to support adult education and to contribute to the development and expansion of their professional and educational know-how in the circular economy.Given these GENERAL OBJECTIVES, we have identified 3 SPECIFIC OBJECTIVES that the project will reach at its end:1st SPECIFIC OBJECTIVE: Increase the involvement of adults from partners’ countries to identify, analyze and evaluate the actions to be taken in favor of the climate;2nd SPECIFIC OBJECTIVE: Improve the level of key competences of adult educators in formal and non-formal education to adequately contribute to the adults critical skills development;3rd SPECIFIC OBJECTIVE: Enhance the capacity of adult organizations to help adults take action in favor of the climate and to combat climate change.These SPECIFIC OBJECTIVES have been identified on the basis of the TARGET GROUPs chosen and their NEEDs detected. We also tried to figure out which ones SHORT TERMBENEFITS might be and MEDIUM AND LONG TERM BENEFITS.T1: adults with an interest in developing critical thinking skills to act in favor of the climate.N1: the need for analytical and critical thinking skills improvement about environmental issues.ST B1: better understand how to act in favor of the climate; empowered to use critical thinking skills to fight climate change; increased self-confidence.MLT B1: better participation of adults in society.T2: adult educators, working with adults in all forms of education, with interest in developing competencies needed for empowering the adults.N2: non-formal methods for improving adults' critical thinking skills and analytical abilities; improving their abilities; exchange good practice for adults.ST B2: Improved professional competencies and transversal abilities for counseling the adults; Increases overall satisfaction by the appreciation of their workMLT B2: qualitative development of work whit adults; increased participation of adult educators in climate actions.T3: adult organizations and Partner organizations, working with adults in all kinds of education with interest in developing their internal capabilities for addressing adults' needs.N3: need improved internal capabilities to empower adults to act in favor of the climate.ST B3: increased trust by creating awareness of high-level support for adults.MLT B3: strengthen cross-sectoral cooperation between adult organizations.MAIN RESULTSResult 1. Good practice guide.This result will support the T2 as well as the T3 to improve the analytical abilities and critical thinking skills of T1. Thus, the guide will contribute to the achievement of the 1st SPECIFICOBJECTIVE: Increase the involvement of adults from partners’ countries to identify, analyze and evaluate the actions to be taken in favor of the climate.Result 2. Methods and techniques for support climate action.This result will support the T2 that needs a toolkit of skills and methods to address adults' needs. The toolkit will contribute to the achievement of the 2nd SPECIFIC OBJECTIVE:Improve the level of key competences of adult educators in formal and non-formal education to adequately contribute to the adults critical skills development.Result 3. Cooperation mechanism.This result will be a European virtual space (Facebook Group) to support the T3 to improve internal capabilities to empower adult people (T1) to act for the climate. Thus, it willcontribute to the achievement of the 3rd SPECIFIC OBJECTIVE."

Being a parent seems to be an obstacle for employment and it causes often dropouts at work, especially for mothers . At the same time to become parents forces people to acquire precious skills that are required in the job market. Being a parent is, for instance: leadership, problem solving, time management, scheduling skills, money management and much more. According to Eurostat as of July 2018, an 8,3% of active people in EU is unemployed, with Italy having a 10,9% unemployment rate, 15,2% in Spain, 6,2% in Sweden, 5,6% in Slovenia, 3,9% in Malta and 3,6% in Hungary. Among the youth (aged under 25) the rate of unemployment in EU is at 15,2%, being 32,6% in Italy, 34,1% in Spain, 5,5% in Malta, 10% in Slovenia, 15,8% in Sweden and 9,9% Hungary. Our target group is composed of: - Young parents ith difficulties to access the job market - Young parents that had to leave job and want to re-access - Youth workers working with young people in risk of social exclusion - Youth workers working in digital competences - NGO, associations and other organisations working in youth education The aim of PSAJO was to increase the employability of the young parents by providing a comprehensive training programme that will enable the recognision and development of informal skills acquired during parenting, and apply them in a future job. - Enhance the employability of young parents who saw their studying development suddenly interrupted - Increase the availability of informal skills recognition tools - Improving the digital teaching skills of trainers to enable them to deliver trainings online - Decrease the youth unemployment rate in the most affected countries The partnership is composed of 6 partners from 6 EU countries of different organisations and institutions (NGOs, SMEs, youth organisations) with vast experience in the fields of training and social integration. Each partner has coordinated one or more important task according to their experience and professional relevance when implementing PSAJO project. During the project, two main intellectual outputs have been developed: - E-learning Platform available at https://psajo.inerciadigital.com for the delivery of the training programme (O1) which provides young learners with the training programme needed to recognise and improve the managerial and useful labour market skills acquired through the parenthood, as well as with a means to communicate with the trainers and other learners and share experiences and knowledge. - Training Programme on Parenthood Skills in the Job Market (O2), the main result of PSAJO, aims to identify, recognise, and apply informally acquired parenting skills into valuable job skills. The project implemented a final pilot phase to test and fine-tune the outputs with the target group and produce high quality deliverables, ready to be used by youth organisations, educational organisations complementing their trainings and counseling activities. All deliverables are be available in English, Swedish, Spanish, Slovenian, Hungarian, Italian, Maltese.