"<< Objectives >>We aim at providing the necessary knowledge to special educators to guide and accompany people with disabilities in their search for employment. Also raise awareness of the importance of inclusive employment in the business sector and, therefore, give people with intellectual disabilities the tools and conceptual and technical knowledge to seek and get a job in the labour market to, finally, connect people with intellectual disabilities to the labour market through Online Platform.<< Implementation >>There will be 3 WP in addition to WP1 ""Project management"":-WP2: Creation of the Theoretical and Educative Materials for proffesionals and labour market actors.-WP3: Creation of the INCLUJOB Toolkit for job search for people with Intellectual Disabilities.-WP4: Development of the INCLUJOB Online Platform as catalyst of all results.Each WP includes an initial face2face meeting, coordination, development activities and results promotion and dissemination.<< Results >>This project leads to 4 learning results:INCLUJOBS Manual for Special Educators as promoters of Inclusive Employment. (300 downloads + 4 courses for support org.)INCLUJOBS Handbook for Inclusive Job Employers Awareness (300 downloads + 4 courses for comanies)INCLUJOBS Toolkit for job search of People with Intellectual Disabilities (25 support org. implement)INCLUJOBS Online Platform (200 people with ID networking for employment, 16 support organisations registered, 20 companies registered)"

Challenges in achieving education for all in Europe are still present, namely: unpredictable demand for future skills, large disparities in access to education, the need to train adult educators in transversal curricular approaches to provide more life-context and authentic learning opportunities to sustain the transition to employment, the need for skills to integrate digital devices in instruction, lack of a common and coherent methodological approach in guidance and counselling services in order to be effective across all educational levels. These challenges have a high impact, particularly on low-skilled and low-qualified adults who lack the resilience, learning strategies or engagement to learn on their own.Currently, there are training, counselling or coaching e-platforms strictly dedicated to one area. Targeting a holistic approach, the project identified the needs of staff who support adult learners to have at hand, integrated into one, all necessary means to assist the low-skilled and low-qualified adults all through the way on their upskilling path to increase their competitiveness and adaptability in the labor market. In this respect, the project’s overall goal is to empower these professionals with an integrated and innovative iPath2UpSkilling Platform and Programme together with the specific skills required for using it in order to assure high quality upskilling pathways for the low-skilled and low-qualified adults. During 30 months, the project aims to:(1)develop the iPath2UpSkilling Platform (O1).(2)develop the iPath2UpSkilling Programme as an approach to Upskilling Pathways for low-skilled and low-qualified adults (O2).(3)empower 25 educators, trainers and other personnel who support adult learners with the necessary skills to use the iPath2UpSkilling Platform & Programme (C1 and C2).(4)expand at least 50 partnerships with Training Providers, Competence Assessment Centers & Second Chance Schools for Adults (O3)(5)raise public awareness on the project's results to 1000 persons.The main feature of this innovative iPath2UpSkilling Platform (O1) is the development of tailor-made itineraries as a part of the iPath2UpSkilling Programme (O2). The Programme assists the adult educators to firstly do profiling activities so that later to set up the most convenient training itinerary and a personalized pathway with activities that complement the capacities and resources made available to the adult trainee. The professionals will use the iPath2UpSkilling Platform and its resources in their daily work with the low-skilled and low-qualified adults to grant access to upskilling pathways in a flexible and an individual manner, ensuring at the same time both online and in-person instruction. Online instruction will be given through online trainings and other Open Educational Resources existing on the Platform's Library (O3). The in-person instruction will be ensured through online video guidance and coaching services and through the pointing out and giving a direction on the interactive online map towards specific Training Providers, Competence Assessment Centers and Second Chance Schools for Adults. Also, in the context of working with the low-skilled and low-qualified adults coming from schools with curricula centered only on reading, writing, math, science, history and foreign languages, the adult educators and trainers have identified from practice other two primary training needs area in any roadmap to upskilling: transversal key competencies and other competencies not taught in schools. If this training needs are covered, the low-skilled and low-qualified adults can successfully upgrade qualification. The project connects 4 online trainings on transversal competencies and other competencies not taught in schools (O3) with the certified qualifications awarded by Training Providers, Competence Assessment Centers and Second Chance Schools for Adults from the participating countries (UK, AU, CY, RO, TR) through an interactive online map. This approach grants a successful tailored Upskilling Pathway for those in need and valuable resources and working tools for adult educators and trainers.The web-based iPath2UpSkilling Platform is also freely available to all, becoming a virtual space where the adult educators can create networks, collaborations, exchange best practices, anticipate skills’ changes, participate in common actions and be visible up to the European level. The platform will be used to support trainers to easily build and host online courses even after the end of the project. Due to the fact that they will be empowered with online tools (O3), 3 Handbooks (IO2), 1 Mentorship Manual (IO2) and skills to create and develop new online trainings and Open Educational Resources as result of two trainings attended in the project (C1 and C2 activities), the Platform will develop by itself in time, assuring its durability and transferability beyond the project’ or partners’ border.

<< Background >>The UNROOT project starts from the fact that gender-based violence (GBV) affects women at all levels of society and across Europe, regardless of age, education, income, social position or country of origin/residence. Moreover, the situation is indeed far worse in cases where women have no access to support structures, such as in rural areas. Indicatively, the 2020 report from GREVIO shows the absence of effective measures addressing the needs of women from vulnerable groups, such as women from rural areas who frequently face specific barriers. In the case of the primary prevention of GBV is highly important to develop andimplement projects that reach out to those communities and support both women and men with fewer access opportunities to reduce harmful traditional practices, behaviors, and customs contributing to GBV; create an open dialogue with community members about GBV issues and gender stereotypes; and design bystander intervention strategies to go deeper to the stereotypes and prejudices that pertain GBV and empower people to find their own voice beyond social norms. The carefully designed project results aim to first and foremost create inclusive learning and training environments where all target groups will feel safe to voice their concerns regarding GBV and take initiative for the prevention of GBV at the individual, community, societal, and systemic level.<< Objectives >>UNROOT has been designed to intervene at the individual, collective and societal level in rural communities in order to: -Sensitize and advocate for raising awareness on various aspects of GBV and their negative consequences for women,men, families, and the community at large; -Strengthen participants’ knowledge through training and support; -Helpparticipants to reduce harmful traditional practices, behaviors, and customs contributing to GBV; -Create an opendialogue with community members about GBV issues and gender stereotypes; -Design bystander intervention strategiesto go deeper to the stereotypes and prejudices that pertain GBV and empower people to find their own voice beyondsocial norms; -Bring together stakeholders at local, regional, and national level through advocacy practices andexploration of policy solutions.<< Implementation >>The project includes a Transnational Training Activity (C1) to enhance the competences of adult support workers and trainers that work closely with the topic of GBV and support women in rural and non-urban localities, a diverse range of multiplier activities (including local events and a transnational final conference) as well as smaller scale activities such as research, focus groups, interviews, policy webinars and a large-scale awareness-raising training programme, informing the project results and implementation. In addition to the above, the project will also implement a range of management activities, such as online and face-to-face dissemination activities, quality assurance and impact assessment of project results and training schemes, branding strategy, and a sustainability plan.<< Results >>The outcomes of the project will be increased understanding of the various aspects of GBV and their negative consequencesfor women, men, families, and the community at large, strengthened women and men’s knowledge on GBV through training and support, enhanced collaboration between rural communities across Europe in order to effectively strategize for the prevention of GBV, support of adult support workers and trainers who primarily work with adults in small communities through the developed methodology, networking and material that will also contribute to the project’s sustainability. UNROOT sets a clear methodological and strategical path for developing resources for the primary prevention of GBV. The project will produce the following results: a) The UNROOT preparatory phase that consists of the identification of rural communities/localities that will closely collaborate with participating organisations during the project implementation; the setting up of sharing and support system in the selected rural communities; and the development of guidelines for collecting information from above target groupsregarding current practices, gaps and challenges. b) A training manual will be developed that includes definitions of GBV; key aspects and analyses of social norms and GBV; methodological approaches for educating on GBV; the role of media; criteria for developing training paths in non-formal settings; approaches and methodologies for active bystander intervention for adults who live in rural communities. The training manual will give access to and facilitate the delivery of the UNROOT awareness-raising training programme (PR2), a 60-hour long, highly focused and specialized awareness-raising training on the primary prevention of GBV to women and men with different social backgrounds living in non-urban, rural areas. c) An advocacy campaign (PR3), involving the monitoring of key policy processes at national level and informing policy and decision makers and other stakeholders about pilot activities and possible changes at systemic level through active participation in policy meetings and processes.

<< Background >>According to OECD research, by 2018, in the EU, around 7% of the population (over 60) have dementia. Studies foresee that this percentage will rise to over 8% by 2040 due to population ageing; the higher the number of elderly people in a country, the bigger the proportion of people with dementia.During the COVID-19 pandemic, everyone has been negatively affected by the crisis, but the more vulnerable have been disproportionately impacted. Many people with dementia have been experiencing a worsening of symptoms due to lack of access to care and social isolation.Moreover, adults and caregivers looking after people with dementia have experienced an intensification in stress and burden for both the lack of knowledge on the behavioural and attitudinal changes that characterise dementia and the anti-COVID restrictive measures that have forced everyone at home. Amongst the stressors, physical, emotional, and economic pressures are the ones that are affecting the most informal carers. For this reason, greater support for them is needed, including education on how to assist better in caring, a higher understanding of dementia itself, and the acquisition of educational methodologies to enable the engagement of people with dementia in cognitive activities.With this project, we aim to provide support to all those adults who look after people with dementia on a daily basis, with a specific focus on relatives, legal guardians, and informal carers, by developing useful training materials to decrease the physical, emotional, and economic burden to the families with suffering patients.The direct target groups of this project will be adults and relatives who are informal carers of people suffering from dementia.Beneficiaries will be people with dementia, including its associated diseases, NGOs working with senior citizens or dementia or Alzheimer's disease, nursing home facilities, residential care facilities, social workers and nurses, and volunteers providing assistance to people with dementia.<< Objectives >>Specific objectives of InfoCARE will be:- To provide families, adults and legal guardians of people suffering from dementia with useful tools, tips, and activities based on non-formal education (R1);- To raise awareness on dementia and its symptoms amongst their families and caregivers, and in the society;- To develop ad-hoc training contents based on a strong working methodology and NFE (R1);- To improve the social interaction between people suffering from dementia and their informal carers and families. specific innovative devices, such as Amazon Echo Show or Spot and Google Nest Hub (R2),- To increase digital skills and literacy amongst target groups;- To enhance caring and assistance conditions for caregivers;- To create a network between informal carers of people with dementia through support groups (R3);-To diminish the stigma surrounding people with dementia through the creation of innovative activities and the extensive use of new technologies and NFE.- To implement 2 piloting activities to directly involve the target groups, that will therefore provide useful feedback for the development of high-quality material;<< Implementation >>To reach the project’s goals, we aim to develop the following results:R1 - Training on Cognitive activities - Mind-Stimulating Activities for Dementia Patients;R2 - Remote caring - Mind-Stimulating Activities through new technologies;R3 - Development of support groups for relatives and legal guardians of people with dementia.Specific activities will be developed to reach goals and objectives:- Definition of an ad-hoc working methodology, resulting from the careful analysis led by the project consortium, in order to meet the needs of the target groups (R1);- Development of 4 modules which constitute the content of the Training (R1);- Adaptation of the activities of the R1 so that they can be performed through specific innovative devices, such as Amazon Echo Show or Spot and Google Nest Hub (R2);- Providing digital literacy support for the informal carers (R2);- 3 piloting activities involving at least 75 pax;- 10 case studies of successful support groups (R3).5 Transnational Project Meetings (TPMs) will be organised to assess strategic milestones of project outcomes, to validate working methodologies, perform interim quality and budget control, and reinforce the transnational partnership.<< Results >>The project results that will be implemented are the following:R1 - Training on Cognitive activities - Mind-Stimulating Activities for Dementia Patients; implemented with the extensive support of non-formal education. It will consist in the development of 4 Modules containing useful activities to stimulate the cognitive abilities in patients with dementia in case they deteriorate. A pilot activity will be implemented to test the materials and gather useful feedback from the target groups in order to deliver high-quality material.R2 - Remote caring - Mind-Stimulating Activities through new technologies; adapting the activities of R1 in a way that they can be performed remotely with the support of new technologies and devices such as, Amazon Echo Show or Spot and Google Nest Hub. In this way, we will provide a practical response to the COVID-19 restrictive measures of social distancing. A pilot activity will also be performed with the target groups.R3 - Development of support groups for relatives and legal guardians of people with dementia. A training to support informal caregivers to create support groups, in order to share experience, best practices, and to encourage them to overcome the stigma surrounding people with dementia. It will consist of 4 Modules and a pilot training at the end of which each partner will collect two best examples of support groups in their community, for a total of at least 10 case studies.All the deliverables and project outcomes will be produced in English and translated into project partners’ national languages to enhance their shareability and exploitation.To ensure a smooth and flawless implementation of PMI activities and project results, 5 TPMs will be organised at key project milestones, as further described in the dedicated section.The 5 Multiplier Events will make sure that all the beneficiaries, stakeholders, and potential future users of the project results will be reached, therefore producing a greater impact and ensuring longer-term sustainability, even after the project funding ends.Dissemination activities will be organised and implemented by all the project consortium according to specific roles in the project, which will be further described in the Sharing, Promotion and Use of the Project's Results section.

"The aim of this project is to work primarily with families, on common values such as coexistence, social inclusion and citizen participation in order to achieve, in collaboration with Educational Centers and Local Authorities, safer European towns and cities. To justify the project, we draw from several studies on school violence in European countries. In Spain we have referred to the report of the ANPE Teaching Union Teacher’s Ombudsman for the 2018-2019 academic year on cases of violence in educational centers. In this study and in other European studies, they agree that approximately: 30% are cases of harassment, insults, and false accusations by families, 8% are cases of physical attacks on teachers, 4% are cases of pressure for grades, 10% are cases of use of new technologies for harassment (photos, recordings, Internet publications, mobile phone misuse), 20% are cases of disrespect, insults, assaults and threats on the part of students.This data shows that the highest percentage of cases which affect coexistence come from within families. For this reason, it is necessary to start with the families themselves, to solve those confliects which affect day-to-day school life and, in the long term, citizens’ coexistence, creating insecure towns and cities.Citizen participation is required: Parents' Associations, Neighborhood Associations and Youth Associations, working together to create strong, stable families, which is a basic principle to raise children with higher levels of well-being and more positive academic results. The first pillar of the project is to unite all the representatives of the families and instill in them, a common spirit of European citizenship and positive coexistence. Our main focus is on families, but we should not ignore what surrounds them, including the schools where their children are educated and the town or city in which they live, because the individual is sociable by nature and interacts with others, especially with people from your town or city.This is how the third element, the towns or cities in which these families live, springs into action as part of the project. The idea of the project is to achieve considerate, active families who strive for peaceful coexistence, working side by side with the educational centers, but with the support of local authorities who will create the necessary legal mechanisms to create the citizen participation bodies that unite the efforts of families and neighbours in the fight to put an end to violence.The high incidence in cases of violence in schools caused by families does not only occur in Spain, but also in most other European countries. This is why we need to join forces in all the partner countries andunite synergies to end this violence which is becoming a social scourge in Europe.We are a highly trained consortium in the field of coexistence: Etaireia (Greece) and the Association ""Virgen de los Remedios"" (Spain) worked for several years on the ""Promoting School Safety"" project. It is not enough to create safe schools and we must go one step further, by creating safe towns and cities with the support of families, in collaboration with schools and with the protection of local institutions. These two partners have worked for many years with the partner, Cumbria Credits (United Kingdom) with their own additional experience in school centered conflict resolution.This consortium is strengthened by the entry of the AIS Association (Austria), with wide experience in social inclusion, since inclusion and the empowerment of coexistence is the only guarantor of interculturality and of the direct fight against any form of intolerance. Villamayor Town Council is key creating a legal framework for those families to actively participate in their town or city through Sector Councils or another European formulae in the construction of a united Europe.This consortium, using active methodology and competence-based work and evaluation, especially as regards social competences, will be able to create a FAMILY SCHOOL, to train parents. Parents perform functions that surpass any other known activity in terms of relevance, time, effort and dedication and yet there is no formal training to prepare them.A hard, yet exciting, innovative task, that will allow families to support schools and local institutions in improving coexistence. The end result is a multilingual platform that will make it possible to provide all families in Europe with a virtual family school, the contents of face-to-face courses and a guide to improving family coexistence. This is the most effective way to make European towns and cities safer."