ContextWomen who live in the rural environment are key in the sustainable development of our villages and of our society as a whole, and to guarantee such sustainability it is necessary to face the inequalities that women still suffer in the rural environment even more, in Many cases, than urban women. Women play a fundamental role in the sustainable development of the rural environment, as they represent 48.9% of the population in rural areas.We must try to make rural women visible and promote the conditions to close these gaps through the necessary support measures so that rural women are not forced to leave their environment.The future of the rural environment involves creating more opportunities and improving the employment status of women, but their educational, cultural, leisure, access to technology, services and infrastructure options must also be supported.Goals- Make visible the role of rural women and disseminate it in society- Overcome the gender gap in employment- Foster women's entrepreneurship in rural areas- To improve the education of adult women, through the development of a service teaching and learning system that combines learning processes and community service- Facilitate the reconciliation of personal, work and family lifeNumber and type / Profile of the participantsUntitled adult woman living in rural areas. Unemployed women. Professional adult woman working in rural areas without a specific qualification. Adult women with problems accessing the labor market. Migrant women at risk of social and economic exclusion.Methodology:1. Design and operate an online teaching platform for the development of an LMS (Learning Management System). The main pillars are the development of digital educational materials and resources and advice and training in the education sector (in person or virtual). 2. Develop a service-learning pedagogy that combines the academic curriculum with the community service for rural adult women. 3. Raise awareness, information and guidance towards collective recipients, social agents and companies in the sector. 4. Make an evaluation and quality control of the result. 5. Awareness, information and orientation actions towards the target group and the social partners. 6. The target groups will participate in the project through: surveys, personal interviews, specific seminars, multimedia tools and proven actions.Activities carried out1. Design of an online teaching platform for the development of an LMS (Learning Management System). 2. Development of a service-learning pedagogy that combines the academic curriculum with the community service for rural adult women. 3. Completion of 5 pilot courses (one per country) with 10 students to evaluate the non-formal business training program in rural areas. 4. Creation of a specific space to incorporate content and results. 5. Information on activities and dissemination of results: educational conferences, information leaflets and posters. 7. Promote entrepreneurship in rural areas through collaboration with entrepreneurs and social agents, technical trainers, non-formal professional training authorities in the sector. 8. Transnational seminars: 4 to coordinate the project.Impact:1. Increased awareness and participation of the target group (adult rural women) in entrepreneurial processes. 2. Adult women in rural areas will benefit from learning from business activities through the service and learning program. 3. The project expects a positive impact on the collective group of women that favors their professional preparation and their possibilities of access to employment.Long term benefits-Use of the tools developed in the framework of the project to qualify rural adult women.- Increase the number of rural adult women who are employed or develop a self-employment initiative in agritourism, organic farming, local heritage, socio-health care or food related to quality brands- Improve the work of women in rural areas

"Jobs increasingly involve analyzing and communicating information. Challenges in VET include strengthening efforts to promote creativity, innovation and entrepreneurship, and ensuring professional development opportunities for VET teachers and trainers. ICT skills become more critical in terms of getting and keeping a job. “Qualifications should include foreign languages, and international cooperation between institutions should encourage new approaches to teaching and learning."" (Bruges Communiqué).Social economy is an important pillar of the European economy. More than 4.5% of the active EU population is employed there. The SET2CLIL project results have the potential to contribute to the development of entrepreneurial, language and digital skills in VET, to the enhancement of digital integration in VET and to the promotion of easily accessible continuing VET. 3 intellectual outputs (curriculum, eRepository and trainer’s guide) have been created by partner institutions from 5 EU countries: Infocenter (an accredited VET Center from Bulgaria), Professional Foundation (a non-profit foundation from Romania providing certified continuing education), Vocational and Technical Secondary School for girls in TK, Mary Immaculate Collage from Ireland providing undergraduate degree programmes, postgraduate programmes to doctoral level in Education and in the Liberal Arts, and a Spanish private company dedicated to rural development. The partnership achieved the results by involving in the project activities over 750 would-be and acting social entrepreneurs, VET learners, trainers, teacher training institutes, NGOs and decision-makers, authorities and policy-makers, content and language teachers, bilingual teachers, ICT teachers, teachers in economics, etc. Such activities included: researches and surveys, selection of real-life stories and creation of case studies, resource development and evaluation, dissemination and valorization, multiplier events, etc. The SET2CLIL project has actually merged the expertise of language teachers, social entrepreneurs and ICT trainers to create an innovative and open-access VET solution. It has opened the conversation of social enterprise and developed awareness by providing an accessible curriculum with the additional elements of language and digital skills. The project partners have created a curriculum focused on developing skills in Social Entrepreneurship (SE), English Language and Digital skills by applying the Content and Language Integrated Learning (CLIL) method. The curriculum provides the opportunity for both trainers and learners to develop key competency skills that are transversal and can be applied in a variety of different contexts with learners from different backgrounds in the SE sector. The curriculum will allow the learners to develop key skills in SE by studying content through different perspectives using every day English oral language, reading and writing skills and more subject-specific target language terminology through a variety of different digital means and resources. Learners are supported in undertaking the curriculum by eRepository of more than 150 training activities, videos and other resources. Trainers are further supported in delivering the Curriculum by a Trainer’s Guide advising them on how to successfully incorporate the resources in their teaching.The project capacity to use and build on the project results after the end of the funding period is considerable. The outputs have been widely disseminated among the relevant targets and policy-makers and have been created in a way to allow for easy transferability and adaptability to different contexts and targets.Impact evaluation shows that although the outputs have initially been thought for VET they are an invaluable resource for the secondary school classroom too.All project materials are free and accessible at: http://set2clil.tryavna.eu"

The importance of the beekeeping sector is much greater than we might judge from the amount of its contribution to the gross production value of the economy, as 84% of plant species and 76% of Europe’s food production depend on pollination by bees, so that the economic value thus produced exceeds the value of the honey produced by a long way. The significance of production of honey and bee products in maintaining the ecological balance and biological diversity is also plain to see. This importance is also clearly presented at EU level: The European Parliament resolution of 1 March 2018 on prospects and challenges for the EU apiculture sector (2017/2115(INI)) calls on the Commission to adopt recommendations in order to support different national high-quality basic and vocational beekeeping education programmes in the EU; considers that programmes such as Horizon 2020 and Erasmus+ should nurture research and training in the field of apitherapy; stresses the growing importance of apitherapy as a natural alternative to treatment using conventional medicines, and therefore encourages all Member States to promote those products among medical and paramedical practitioners and the public in the EU.The ApiHealth Project: “Improving the professional development opportunities in the Apitherapy sector in terms of health“, aimed at designing a training curriculum in apitherapy, complemented by up-to-date and technology-enhanced training materials to meet the needs of training in this field and indirectly to promote the benefits of apitherapy as a means of increasing income for beekeepers, medical staff and other interested professionals. The project implementation period had initially been scheduled for 24 months but due to the pandemic situation this period has been extended by 6 months, with the end in April 2021.APIHEALTH project adapted the curriculum and materials to specific regional and national needs, developed modules and chapters on complex issues such as different aspects of the use of bee products in alternative medicine, gathered examples of good practice examples from all participating countries and provided interactive and innovative open educational resources in apitherapy sector.The main target groups were beekeepers and people interested in apitherapy, young farmers, agricultural advisors, students and learners of agricultural schools; additionally, the project addressed educational institutions (public, private), adult education centres’ instructors ( in the field of beekeeping, alternative medicine and food sector), related vocational high school instructors (agriculture, veterinary, pharmacy, beekeeping) and environmental local and regional development foundations / agencies. The main aims of the APIHEALTH project were:•Create a curriculum based on apitherapy and bee products and to create completely updated teaching materials on bee products in alternative medicine;•Promote entrepreneurship education for developing active citizenship, employability and creating new business, support future learning and career pathways for individuals, in accordance with their personal and professional development;•Update and improve instructors’ knowledge and support related professional groups and environmental institutions and training centres needs for training related to bee products and their use in alternative medicine.•Create a network of stakeholders at local and regional level to raise awareness of relevant institutions in the field;•Increase the income of beekeepers through the use of bee products in alternative medicine.The results of the project were materialized in the following Intellectual outputs:•O1: Training methodology•O2: Curriculum of the apitherapy course•O3: Training content on apitherapy•O4: E-learning platform•O6: ApiHealth HandbookIn the final stage of outputs development, these were validated by selected participants during pilot testing, and the final results were improved according to their feedback and recommendations. The project has developed user-driven, professional products and interactive training tools, which are unique in Europe; it had a major impact not only in terms of target beneficiaries, but also through the relevance, usefulness and transferability of the project results.ApiHealth is a sustainable project and it developed innovative practices which are fully transferable to other areas. The project outputs- Training methodology, ApiHealth Curriculum, ApiHealth Manual and the main training tool within the project- e-Learning platform- all these can be used as a model for educational processes, as a guideline how to proceed with the educational and methodological aspects of trainings not only in the subject of apitherapy, but it can also be adapted into other fields and sectors in adult education.

CONTEXT: 1. Population studies indicate that within the rural areas there are groups socially excluded such as women who emigrate because of lack of professional perspectives and the existence of a large number of people over 40 years old with few or none possibilities of employment. 2. The European Strategy of Employment (ESE) proposes an elaboration of new educational models and tools that allow adult training; this will favor the training and labor insertion of people “less qualified” and “less advantaged groups” of the rural areas. 3. Agriculture and rural areas in general are going through an educational, cultural, social and economical delay leading this sector to be in clear disadvantage when compared to urban areas. In the center you find many necessities that have blocked a population very much in need of help. 4. According to the Eropean Rural Development Fund (ERDF) it is necessary to look for alternative formulas supported by emergent products (organic agriculture - OA) to improve the social and economic conditions as well as the fixation of population in areas of strong depopulation. 5. The necessity to increase the rate of participation in adult training is still one of main European goals especially in the southern countries of Europe and in the new members of the EU.SIGNIFICANT DATA: 1. Rate of unemployment in rural areas: marginalized groups 42%, rural women 28%, physically disabled 23%, young people without vocational qualifications 27%, people over 40 76%. 2. Non existence of specialized curriculum in non vocational training of adults in organic agriculture. 3. Lack of adult training tools capable of responding to the necessities detected. Indicators: 1. 87% of EU citizens consider that guarantying safe foods is an essential role of the CAP (Common Agricultural Policy). 2. 89% believe that it is essential to protect the environment. 3. Organic agriculture in the EU has increased at an average rate of 500.000 hectares per year. Currently in the entire EU there are more than 186.000 organic agriculture farm businesses. 4. In 2011 more than 225.000 organic farmers were registered in the EU. 5. Women represent 24% of the agriculture entrepreneurs of European organic agriculture holdings. In some countries this percentage is higher: Letonia 41 %, Croatia 32 %, Italy 30 %.Political Priorities: 1. At a European level: a. the new institutional framework of the Lisbon Treating redefines the budgetary framework with the new strategy “Europe 2020” of the EU economic growth supported by the potentiating of organic production. b. The CAP in force since 2014 till 2020 supports the organic agricultural sector. c. The training of adults is a vital component of the permanent education policy of the European Commission.2. The proposal reinforces, through training, the postulates of the Maastrich Summit (1991) and the EAFRD legislation regarding agriculture and environment that sustain the national and the EU agriculture politics.3. Experts in rural development and other activities related with the “Europe of Knowledge” have detected through the DAFO reports developed by the Rural Development Programs, Encouragement Plans, local Agenda 21…, that there does not exist itinerary of non vocational training with European dimension in the organic agriculture sector. GOALS: 1. Develop a Competency Unit (CU) in OA for the non vocational teaching of adults. 2. Potentiate the development of permanent learning: teaching, contents, alternant practices and handling ICT (information and Communication Technologies). 3. Involve the most vulnerable social sectors in a process of non vocational training of adults. 4. Incorporate in the adult training activities that can manage new ways of living: active aging, recreation and free time management and therapy activity.Number and Profile of the participants: 1. Adults (over 40) in rural areas, unemployed, in risk of exclusion and disabled. 2. European organizations that work with retired people in rural areas. 3. Instructors and professionals specialized in adult training. 4. Professionals and social agents dedicated to work with adults in rural areas. 5. Universities that investigate the subject of active aging. 6. Authorities in charge of making the decisions in this area.ACTIVITIES 1. Coordination and evaluation of the Project. 2. Development of the work tools. 3. Training, teaching and learning activities with 15 people per partner, belonging to the destined group. 4. Dissemination of the results.METHODS:a) Innovative working techniques: 1. Exchange of experiences within the transnational association. 2. Implication of the partners in the collective activities. 3. Comparison of the results for further corrections. 4. Adaptation of the tools to the concrete necessities of each country. 5. Allow the participation of local social agents, teachers, specialists and destined group. 6. Use of multimedia tools. 7. The destined groups will participate in the Project

"CONTEXT: In the community support framework 2,000-2006 and the 2007-2013 financial framework of 39% of all projects had implications for rural development. These data should be added to the Community initiative LEADER + rural development specific. Does not exist in the Member States a vocational qualification, or Transversal competence in community rural development within the professional families of MEC (Marco Europeo de las Cualificaciones), without specific training to prepare versatile professionals adapted to these specific needs. OBJETIVES: 1) Develop, recognize and validate a Transversal Competence (horizontal Priority Strategic Partnerships in the field of education, training and youth ) in the European Qualifications Framework ( EQF) for a new professional profile "" rural community development technician HORIZON 2020 ""to contribute to European rural development strategy that takes into account the regulations and related EU directives rural areas . Transferable skill that will be included in the professional qualifications of the following professional families of related INCUAL rural areas in the EU: 1) land ; 2) hospitality and tourism ; 3) food industries; 4) safety and environment ; 5 ) energy and water; 6) sociocultural community services and 7) physical and sports activities .2) Increase transparency of this new professional competence to influence qualifications and employability through the professionalization of rural development. Over 60% of workers in the sector or have no formal qualifications or are not high and unrecognized . They are necessary qualified to advise , train, assist and implement the work of all stakeholder rural professionals.3) innovative pedagogical approach based on TRAINING IN ALTERNATING OR DUAL referred to alternating learning in rural enterprise ( multiple jobs ) and the school as a successful recipe for successful transitions to work and having the following 4) Develop a methodology for cooperation centers formal and non-formal agricultural unions, local authorities and local action groups of LEADER , to facilitate the development Itinerary serve rural economies.5 ) Design the units cross competition (valid for seven professional families ) and appropriate for the development of the training on 7 areas with the completion of a pilot training course in 6 countries to validate the technical manuals professional profile.PARTICIPANTS- ACTIVITIES: 1 ) Each partner will perform in the first six months 6 local seminars informative, explaining the project to sign RURALITY 25 accessions to the stakeholder project (total 175 indirect beneficiaries).2) For the selection of the 20 students in the course structured pilot training each of the 7 partner contacted over 450 potential beneficiaries: a) agricultural centers, formal or informal training working in vocational training. b) Local Action Groups (LEADER projects) working in the area of rural development and help start-ups. c) family and small business companies where the Agent is a tool to facilitate communication with job seekers, improving demand-employment relationship needs real labor. d) Unemployed receive support Agent Development to abandon their unemployment by contacting with companies or individuals and counseling for self-employment, management training needs. e) national / regional for approval and government agencies who need professional development (municipalities, municipal councils, prefectures, regional authorities, local action groups, agricultural unions) educational authorities.3) Indirect beneficiaries through INTELLECTUAL OUTPUTS contemplating applying ICT (Facebook, Website, Linkedin, New Letter ..) and will be approximately 2,200 indirect beneficiaries.RESULTS-IMPACT: 1) Study and analysis of the occupational families and existing qualifications in Europe to adapt to Cross competition with professional qualification level 1, 2 and 3 of the following professional families.2) Community rules required Research 2014-2020 report on the potential for job creation in rural areas and entrepreneurship in 2020. HORIZON to know the potential of R & D applied to rural areas, which is a priority of the EAFRD Regulation and HORIZON 2020.3) Development of competencies: curriculum complete with the following training modules and pilot course in six countries.4) Teaching materials for students: alternating training twofold: the part of an innovative Guide alternating pedagogical methodology based learning approach between enterprises and schools; union of theory and practice, systematic and random. Rural business practices are considered an important factor in student learning.5) The materials methodology Guide Open Educational Resources ""rurality"" (OER); publishing the results according to. free ""digitized materials offered and open to educators, students and self-learneS."