<< Objectives >>The priorities identified in the GAD project respond to the European need to qualify the e-skills of educational and professional organisations (DigCompOrg) and professionals (trainers, teachers, educators): learning institutions face the challenge of changing their pedagogical and educational approach to take into account the use of new technologies and the communicative and representational changes in the digital age of teachers and learners.<< Implementation >>The project foresees the realisation of a digital learning game (GAD GAME) in augmented reality that intends to develop the digicomp of trainers (especially those engaged in life-long learning), increasing self-efficacy and the capacity to create digital learning and educational products suitable to face also the new training challenges due to the pandemic emergency. Transversal communication, dissemination and impact assessment activities are foreseen.<< Results >>The project intends to achieve the following results increasing and qualifying the digital skills of professionals (DigComEdu_2017) with particular reference to Area 2-3-5-6';to strengthen the transversal skills that enable them to conceive innovations and respond to the changing needs of the contexts to qualify the training and teaching offer of professionals in the digital environmentcreate innovative digital training prototypes

"Statistics show that more than 70% of the visually impaired population in Europe is currently unemployed; the percentage is even higher for young VIPs. It has been reported that despite achieving a higher level of education, this specific group of young people does not manage to access employment. The majority of young VIPs, however, have unlimited access to the internet and digital tools. This is the reason why we have designed the actions of our previous project (VIP-Tech-Job) around the development of innovative digital solutions to facilitate access to employment for young VIPs. During the ""Vip-Tech-Job: Time 2 Act !"" project, the consortium (partners from Belgium, Greece, Italy and Spain) plans to intensify the dissemination efforts of already realized products on multiple levels and to create additional complementary outputs that will simplify the existing products and render them as user-friendly as possible.The general, long-term objective of the project is to increase the number of young employed VIPs all over Europe and to promote their active citizenship, together with the development of key competencies in lifelong learning. The specific objectives are:- to empower young VIPs and better prepare them in their quest to find a job and be active citizens;- to improve access to information regarding the employment of young VIPs, both for young VIPs and employers/supported employment specialists, etc.;- to facilitate the connection between young VIPs looking for a job and employers/HR managers (including via job agencies and portals).With the use of nonformal and experiential learning, internal and external desk research, we are going to produce 3 innovative outputs, a learning and teaching activity and 4 local focus groups, involving over 400 people among our target groups. The products are:1) the “VIP Job Accessibility Toolbox”, a one-stop-shop for all our users belonging to different target groups: it will include tools and resources to support employers who wish to understand concepts like accessibility and inclusion in the workplace, job agencies, youth workers, youth leaders, supported employment specialists and career and school counsellors working with young VIPs, and young VIPs themselves, who will be able to connect and exchange experiences with their peers and, undoubtedly, ease their access to the job market and as a result, increase their levels of social inclusion. 2) the ""VIP Job Podcast"", a podcast comprised of 10 episodes in partner languages, which will be recorded by skilled young VIPs and explore success stories of young VIP's inclusion in different workplaces in Europe through interviews and storytelling. The podcast will also include a narrated version of user guides for our digital products - how to use them, what you can get out of them, how will they help you in your job quest, etc.3) the ""VIP Job Video Pack"": the narrative of this IO will tend to depict the hurdles of young VIP in integrating the job market as well as their idealistic views on a 100% barrier-free work environment. The LTTA in Granada (Spain) is a blended mobility for young people; it's designed on the model of traditional job fairs and will compromise an in-person meeting and online preparation and follow-up/testing phase for all participants involved; through experiential learning, they will have the possibility to practically test what they have learnt by confronting themselves with employers via simulated individual and group interviews. The targets groups of the project's results and activities are: - young visually impaired job seekers, either visually impaired students transitioning from education to work or young unemployed VIPs; - - employers (private and public sector) and HR managers + professionals supporting young VIPs, including youth workers, youth leaders, supported employment specialists, school and career counsellors, etc-;The direct beneficiaries of the project will be at least 400 and we expect to reach at least 600 other young VIPs all over Europe for each result. VTJ2 will last 24 months (1/02/2021-31/01/2023), and will also include 4 transnational meetings, one international multiplier event (organised by the project coordinator), and three local multiplier events organised by each partner organisation.At the local, national and European level, through the targeted dissemination planned by the partnership, we also strive to raise the general public’s awareness level and inspire organizations, institutions, networks that work with young VIPs to advocate for improving the conditions, support services and work environments for young VIPs all over the EU and beyond.The project’s impact will be reflected upon young VIPs who will improve their soft skills to be able to successfully find a job using the products created by the partnership. The digital component of the project makes it extremely easy to re-shape and adapt, given the current health emergency in Europe."

"The project MAVEP – Managing Volunteers/Empowering People enabled us to employ European funding to further advance the support of our volunteers. Volunteers are the heart, the strength and the energy of the organisations involved in this project. Within this project, the development of the role of volunteers was our most important focus: teaching, coaching, making them welcome, getting everyone involved, building up a network, etc.The full name of the project is ‘Managing Volunteers/Empowering People’. This encapsuled where the accent lies: intrinsic parts of the organisation of volunteer work are talent management and the stimulation of its growth. Our aim was to make stronger people through the elaboration of a powerful learning environment.All the partners, Fo-Aarhus in Denmark, DAFNI-KEK in Greece and DINAMO in Belgium employ volunteers as teachers, coaches, mentors or in a range of support roles. The teacher training institute of the UCLeuven-Limburg, together with the partners, was using the knowledge available to create usable tools for the volunteers. The UCLL organised training sessions in a range of skills, such as instruments for language development, leadership, peer-to-peer coaching, appreciative lesson observation, didactic innovations etc.context/backgroundVolunteers play an essential role in adapting the adult educational organisation to the diversifying society in which it operates. Volunteers from minority and economically deprived groups introduce new methods, new ways of dealing with these targetgroups that are based on proximity and familiarity and less on formal skills and scholing background. At the same time working with volunteers on the teaching and mentoring level introduces challenges for the payed staff and has to be sustained by a vision on the introduction and application of a ""volunteer culture"". The objectives of the project for every partner were situated on two levels:1. volunteers as teachers, trainers, coaches and mentors - the volunteers are provided with skills and new didactical methods that they can use in their volunteer work. 2. volunteer culture in organisation - the organisations as such benefits from involved and skilled volunteers and rehances new and more difficult to reach targetgroups+ 3. dissemination - we reached the attention of other organisations in our broad national and European network, they wonder how we still recruit volunteers spontanouisly in a context where voluntary engagement is changingNumber/type profile of participants1. staff and volunteers of every single organisation - 625 staffmembers and volunteers of involved organisations 2. Target Group / audience - 5155 participants of involved organisations have direct access to the project results3. dissemination of ideas and results - 205 participants at the both conferences+ dissemination by every single organisation in their broad network+ dissemination in new networks (national and European level)Description of undertaken activitiesThree Trainings and two conferences were implemented where new insights and information was shared and co-created by the participants. These insights, methodologies and practices worked as energizers for the IO development.- Powerful learning environment (focus on learning, belief in growth) - teaching - coaching - learning communities- Working with hard to engage learners- Expressing talent Each organisation organised a lot of activities so what we learned could seep into the entire organisation, from staff to volunteers and participants (sharing results in information sessions and digital (website, blog, social media, newsletters,...), what we learned was immediately implemented. In 2 organisations the appreciative way of working with volunteers and belief in growth became a priority in the long-term policy of the organisation. Results and impact attainedWe all may say that this Project has a positive impact on our vision of working with volunteers. When you believe in growth and can give appreciative feedback to volunteers, you will gain a lot of energy and sympathy, you see people grow and give the best of themselves. During this project we all discovered this way of working with volunteers and vision on learning. After every training every single participant went home with a lot of inspiring thoughts and good practices. We used the periode in between two trainings as a test period and brought back experiences tot the group. In the end these findings found their way to the e-book and to the long-term policy of our organisations. long-term benefits - The findings are now embedded in the policies of any organisationVolunteers are now hard to find and bind themselves not so fast to one organisation. A good appreciative support is a sustainable way to bind volunteers to your organisation."

The European migrant crisis or European refugee crisis began in 2015, when a rising number of refugees and migrants made the journey to the European Union (EU) to seek asylum, traveling across the Mediterranean Sea or through Southeast Europe. The underlying cause of the rising global migrants is that the countries of origin are underdeveloped, leading to water scarcity, food insecurity, and a general lack of outlook for the younger generation, who either move from rural areas to the overpopulated cities or migrate to a developed region. Sustainable development can only be attained if women are involved, as mothers, as teachers, as entrepreneurs and/or when a gender sensitive policy environment is created for them to influence community and social policies at the higher level. Women are the primary victims of the intertwined causes of conflicts, underdevelopment and migration. For the overwhelming majority of migrant women, the barrier of entering the job market inthe host countries is caused by lack of skills, language and reasonable level of education. To address these issues, in a sustainable and humanitarian way, migrants should be offered assistance in building a new life in the respective host countries by developing, testing and implement new concepts of train the trainer programs for online training offering migrant women the opportunity to develop their entrepreneurial skills.The basis of the project is the online course in entrepreneurship that has been developed for Ethiopian women in The Netherlands. Content (knowledge and information) needs to be adapted to the legal and economic situation in the countries of the project partners. This online course will be studied and commented by the partners and actualized and transformed in a new 241FE online course. A report of learning network environments will be published to stimulate the establishment of a new collaborative support infrastructure which will stimulate the refugee women. A Trainer handbook will be produced and a Train-the-Trainer Program to ensure the availability of well-trained trainer who can guide and coach the refugee women online or through social media. Guidelines for Implementation will be published to make a transfer of the project to other local, regional or national level possible. All products will be available in 5 languages. A final conference will close the project as developing an innovative approach. All products stay available after the duration of the project and can be transferred to othercountries as well. Furthermore, multiplier events will be held in all partner countries and a transnational short staff training will be organized to build a transnational trainers team.National stakeholder meetings will be organized, attended by 30 participants per country from a range of different educational organizations. Trainers who attended the European Train-the-Trainer program will train minimal 20 trainers per country. Final result is per country yearly 4 starting 241FE courses. Yearly, 640 refugees and women in their origin countries will benefit from the participation in the online training.The 241FE knowledge kit (handbook, train the trainer program, implementation guidelines) will be presented on the final conference in the Netherlands in 2023 to interest also organizations from other EU Member States. The main target group for dissemination of the project results at local and regional level are labour market organizations, public libraries, centers for continuing and vocational training, local authorities and refugee centers. All these organizations have one common aim: continuously exploring new approaches and methods on what and how they can improve migrant/refugee employability and other opportunities. Dissemination are planned to align with what's going on within these organizationsFace to face contact and network meetings with local and regional organizations as mentioned above will be crucial communication and dissemination channels to build positive learning network environments. Further on, information through a project website will support the face-to-face communication. All products of intellectual outputs will be available through the project website, as well as on the resource center on EPALE and on the Erasmus+ Project Results Forum. The project website will be active at least until 2025. A social media strategy will be developed to contact divers target audiences as mentionedabove. EPALE will also be used to publish an article with experiences of migrant women to convince policy makers about the relevance of 241FE.

European societies are currently facing a common phenomenon: the challenges posed by an aging population and the impact it may have on the welfare system. In this context, in which the percentage of people over 65 years old keeps on growing, it is important to acknowledge that this age group represents a significant part of the population and, hence, it is a key group from a political and social point of view.The last stage of a person’s life should not be a waiting room for them to sit and watch the years go by. Those years can be active, enriching and lived to the fullest.Adult education associations and institutions have a fantastic opportunity to play a crucial role in that process. A significant number of people pursuing non-formal education are over the age of 60 and, therefore, non-formal education centers hold a unique position to raise awareness regarding health issues among this age group through courses and activities. Since this situation is a problem that concerns Europe as a whole, a strategic association for the exchange of good practices could be a very useful tool to use in order to contribute to a better future for European societies. The main objective of this project is:The development of a guide focused on the exchange of good practices in the promotion of physical, emotional and social health management and awareness among people over the age of 60 from an adult education perspective. This goal is in line with the sustainable development goal 3: ensure healthy lives and promote well-being for all at all ages. Other objectives are:Other objectives: - Knowledge on good practices that promote physical, emotional and social health education. - Prevention of health conditions and early dependence among the elderly as a recognition of the universal value of health. - The improvement of the quality of life of the population over the age of 60.This project is targeted at trainers and educators in the field of adult education, but the outcome of this project would also benefit people over the age of 60 receiving training based on the methodologies resulting from this project and it would also benefit society as a whole by contributing to the improvement of the quality of life of the population.The partners of this project are:- FEUP (Spain) represents the Popular Universities (located in 203 municipalities and 12 autonomous communities in Spain) at a national and international level. The Popular Universities are a project cemented on the promotion of cultural development of society, which seeks to achieve social engagement and enhance lifelong learning as means to improve the quality of life of the population. - KERIGMA (Portugal) is a non-profit organization and its aim is to promote the integrated development of people, of organizations and the community, creating services, solutions and products of excellence that contribute to an active citizenship, solidarity and social cohesion. Oriented by the values of equality and social responsibility, innovation and empowerment of people.- DAFNI KEK (Greece) is a non-profit independent research center for innovation in adult education, while also being a LifeLong Learning Center, certified by EOPPEP (The National Organisation for the Certification of Qualification and Vocational Guidance).- EUROCULTURE (Cyprus) is a non-profit cultural and educational association with a long line of experience in the field of adult education and the promotion of the idea of lifelong learning.Within the project, there will be two transnational meetings to handle all issues regarding project management. The project will also rely on the organisation of three learning, teaching, training activities that will focus on: - Identifying the specific barriers we are facing and combining scientific health-related knowledge with pedagogical strategies, which is a key element for the development of the guide focused of the exchange of good practices. - Identifying good practices aimed to the promotion of health awareness and self-mangement at a physical, emotional and social level, and the prevention of health conditions and early dependence within population over 60 years old. These practices will be included in the guide, which is the main tangible result of the project. - Presenting practical pedagogical experiences linked to the enhancement of physical, mental and social activity, and independence. Each partner will share different methodologies and results achieved by means of those experiences, which will also be included in the guide. The impact we are aiming for is the improvement of the educational and health-care support network for those people that, due to their age, require a more sophisticated and specialised support to enhance their personal development.