A young person with intellectual disabilities who becomes an adult must do more to achieve their dreams than others: Living in a home, choosing with whom to live, attend university, have a job, have a sentiment relationship, etc. through the Moon Climbers project, we intended to develop and promote an innovative, effective and replicable methodological model, with the aim of supporting people with intellectual disabilities (from now on) in the process of adulthood, autonomy and self-determination, while demonstrating the validity of these innovations and promoting their dissemination at Italian and European level. The project, which started in September 2018, was due to close in September 2020 but, due to the COVID-19 emergency, it was extended until 31.05.2021, with a total duration of 33 months. Project partners were: The social cooperative Il Sogno di una Cosa (leader), the Municipality of Turin, the Prodis Foundation of Madrid and Acta Center in Oradea. ‘Action research’ was carried out, on the basis of common working protocols, and ‘methodological research’, through which the work carried out was redesigned and linked to the existing literature on the subjects covered and other similar experiences. End recipients: 45 so called intellectual (15 in each country), 50 in the second year, aged between 18 and 35. OBJECTIVES: — Promoting adulthood, autonomy and self-determination of intellectual matters, with a view to actively combating institutionalisation and segregation. — Promote the social inclusion of intellectual activities, including through pathways at Community level in which they can perceive themselves and be perceived as a resource for the community. — Promote a transformation of approach in services for so-called services, with a view to overcoming the vision of care and fostering empowerment and active life, helping to trigger effective and economically viable processes. RESULTS ACHIEVED: PREPARATION OF FOUR I.O.: 1. Development of Peer Education for people with Intellectual disabilities2. Training for adult life 3. Pedagogical system of “Industrious life” 4. Study on the inclusion of people with Intellectual disabilities in the university BROADENING AND STRENGTHENING THE STRATEGIC PARTNERSHIP NETWORKConstruction of three L.T.T.A.:Professional training on Peer Education and Training for adulthood, Turin — October 2018. Training of professionals in the Industrious life system and on the inclusion of people with intellectual disabilities in the University, Turin — September 2019. Final testing with people with intellectual disabilities involved (in virtual mode) December 2020 and January 2021. Construction of three T.P.M.: Madrid, December 2018 Oradea, June 2019 Virtual Mode, September 2020. Implementation of three M.E.: Rimini — November 2019 Oradea — January 2021 Turin — May 2021 in webinar mode Results, impacts, long-term benefits.In drawing up the “methodological guides”, we realised how closely the various I.Os were interlinked with each other, with the Training for adulthood as the main focus of the project.For this reason, contrary to what was established at the design stage, following a comparison with the Agency Indire, it was considered appropriate to draw up a single methodological guide, subdivided into the various chapters specific to each I.O, in order to improve their systematisation and to disseminate them more effectively.The organisations involved have been able to implement the methodological approach, project capacity and the construction of a European cooperation network.Coop. Il Sogno di una Cosa — Italy.Work is ongoing in Turin to create an innovative supply of services for living in an evolutionary way; The co-housing of the Cooperative was transformed into a Service for Autonomy, with an area dedicated to adult learning experiments. A co-design table is in place with the Municipality of Turin to include Training in the service chain in Turin, assuming in January 2022. New projects are being developed for the inclusion of ‘people with intellectual disabilities’ in the university, starting with the Spanish model (in collaboration with the University of Turin and Urbino). A discussion table was set up at national level on training for adult life, for the moment in remote mode.Prodis Foundation — Spain.In addition to introducing the Peer Education approach into their educational practices, Moon Climbers has enriched and consolidated the Promentor University Master’s degree (currently 27 other Spanish universities have decided to replicate the model of the U.A.M.). ACTA Center — RomaniaRomania has promoted a change of perspective of family and society on the real possibilities of participating young people, leading to significant changes in the lives of some of them. Two of them found a job.

Under the ERASMUS project , and according to the relevant European laws working for cultural openness , mobility of students or professional exchange around common skills, but also the identification of students with special educational needs , the proposed project develops a partnership in the framework of Inclusive School.As such, the project participants will be diverse students in a regular school or most appropriate , teams of teachers or members of the school community involved in the inclusion in all its forms.The organizations participating in the project are also numerous:3 secundary schools and an association of support for the insertion and professional inclusion of all public.Create documentaries highlighting the major historical , architectural and economic elements of a city , region , work around these achievements and as a tool for linguistic and cultural promotion will better identify themselves as belonging to a European community , exchanging around innovative practices , focusing in particular on the control of ICT , developing a cultural openness. Here are the major themes of this partnership.Interactive communication tools will reinforce these objectives and will maintain regular collaborative communication and produce an adjusted concerted and honest evaluation .The impact of this partnership has allowed preparing for, beyond the enrichment of a national curriculum , to access to different types of training ( professional for some, academics to others) to take awareness of European citizenship , without denying the particularities of each culture and of each targetted public.We have noticed an acceleration in the learning of the English language through ICT, a better mastering of communication tools and a different, more positive view on students, whatever their particularities.

Increasing accidents on the Offshore Construction sector was the incentive for the development of the SHIEDL project. This trend has been partly due to the increasing number of Offshore platforms in Europe and in particular in the Mediterranean sea. Equally important, an important aspect to be taken into consideration is that Offshore regulation is different and in some countries specific pieces of legislation - with regards to Health & Safety - are not obligatory. The aim of the SHIELD partnership is to improve the Health, Safety, Security & Environmental standards (HSSE) of the Offshore Construction workers in Europe, by providing expert knowledge on Offshore Health & Safety (H&S). This is the main aim of SHIELD project. To achieve its overall aim the project will have these objectives:• To develop a European qualification of the European Expert in H&S Offshore Construction (SHIELD) with certification at ECVETlevel• To establish and pilot a Strategic Partnership comprising training institutions, industry and consultancies in the Offshore Industry• To determine common professional skills of the H&S sector at EU level for the Offshore Construction industry• To develop a common training program based on industry requirements• To test and validate the training The 5 partners of SHIELD project, namely, SHIPCON, IBOXC, PREVIFORM, PRIME and ACTA have organised six (6) multiplier events in which more than 190 participants have attended and became familiar with the aims/objectives and outcomes of the SHIELD project. Among the participants there have been Health & Safety experts, environmental experts as well as members of the public with genuine interest in the risks & opportunities presented by the Offshore Industry in the Mediterranean region. Equally important there have been 11 experts in the area of Offshore Health & Safety, who were trained based on the training course developed within the project. SHIELD has produced a comprehensive e-learning course devoted to H&S Offshore, which comprises of a set of stand alone modules, all related to Health & Safety aspects in the Oil & Gas industry. In fact, this e-learning course is the most comprehensive course ever developed for the Offshore industry and it is expected that the impact attained will continue to increase after the official end of the project. This is due to the fact that the on line course will be used by SHIELD partners as well as external partners, in an effort to enhance the knowledge & expertise of all those involved in the Offshore Industry in the area of HSSE.

"Youth unemployment is a major issue across the whole of the EU and Schools, Colleges, Governments, Governmental Organisations and NGOs are working together to improve the outlook for Europe's future workforce. The Entrepreneurship 2020 Action Plan is built on three main pillars:1 Entrepreneurial education and training2.Creation of an environment where entrepreneurs can flourish and grow, and3.Developing role models and reaching out to specific groups whose entrepreneurial potential is not being tapped to its fullest extent or who are not reached by traditional outreach for business support.This project was brought about by the requirement to work towards generating results which will contribute in a transversal manner towards the achievement of this action plan.The EU-Preneurs project had the potential to transform the way Entrepreneurship is fostered through the Education System. The Project aimed to incubate and promote the entrepreneurial spirit in students. Five partner centers in Romania, Turkey, Scotland (UK), Sweden and Spain joined in generating activities designed to foster entrepreneurship and develop a new subject on this topic to be included in the curricula.Representatives of partners attended Transnational meetings in Spain to coordinate the implementation of the activities and direct the project in each of their own organizations.Many students from partner institutions participated in the local work camps, promoting their creative ideas through the Crowdsupporting platform. And teachers debated and proposed educational strategies and classroom activities to foster a creative and innovative spirit. 40 teachers and 60 students had the opportunity to participate in international meetings for the exhibition of creative or winning ideas, meetings with young entrepreneurs and success stories, etc.Partners collaborated to introduce new strategies to teaching and learning, which will improve outcomes for young people considering self-employment as a positive progression from their studies. The main output of this objective was the creation of teaching materials and compilation through a publication in the form of a book which can be used by teachers in a horizontal manner to enhance the curriculum across all subjects.For the goal of ""Capacity building for teaching/training"" we want used disparate approaches to overcome the main barriers to Entrepreneurship. We engaged teachers through activities, work camps, discussion, case studies. The work of the project will focus minds and require activity to be undertaken, which will push entrepreneurship up the agenda of all partner organizations. By introducing an internationalised and transversal approach we worked together to motivate and inspire young people to build their own business idea. We used technology to engage them and introduce a competitive element to the process with the opportunity to work internationally and transversally with learners from partner organisations. The Videoplatform for Crowdsupporting, a new concept based on famous Crowfunding platforms, showed to students another way to launch and promote their innovative ideas. The success of this objective was measured through quantitative and qualitative evaluation of the learner experience. The project team set up an internet based platform for business ideas and has a clear strategy for disseminating the work of the project across all partner organisations and their networks. The project team developed support tools and group work including international work camps to support learners through their exciting journey to the world of work. Furthermore partners undertook activities to embed this fostering approach across the whole curriculum of each partner organisation as the project progresses.This project will have a positive impact on employment rates in a half and long term. It builds confidence, instils knowledge, empowers teachers and learners and raises employment. That is what we expect.EU-Preneurs has all the right ingredients for being self sustainable long into the future and the dissemination activity will ensure that measures and steps taken are widely noticed, recognised and emulated."

"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."