"The ERASMUS+ project ""AMTCC"", work-based learning of UE key competences, is originating from the 2009 European Directive which identifies eight key competences which are absolutely necessary for any European citizen to find a job and to be socially included. Some adults did not acquire these competences at school and don't have them, what impedes or prevents them from finding or keeping a job; thus, they run a severe risk of social and vocational exclusion. The work environment can be convenient for the least qualified and skilled people, who are the target group of this project, to develop them, and more particularly basic skills: oral and written communication, skills in mathematics and digital competence, and some horizontal skills like “learning to learn"" and the ""social and civic skills"". The project aims at exchanging training practices in the middle to improve them. This project gathers four participants: a Belgian network of social enterprises, a Hungarian social enterprise, a Portuguese association which is also a training organization dedicated the organizations of the Social Economy the Third Sector and the French network of learning social enterprises. All project members have developed in their country professional methods to develop these skills helping the social and professional integration of the target-group people. During this project, every partner will identify the key skills developed by the organizations of his country, as well as the best practices of training in these skills and those who can be improved. Organizations arranging best practices of training will train their partners; to do so, they will receive them in their country and organize visits to display their innovative and exemplary practices. They will help their partners to fix implementation difficulties in their country’s organizations. All these exchanges will help to provide a practical guide that can be used by quite different organizations. The project ends by dissemination activities and broad communication at National and European levels. The phases, the stages and the activities of the project are planned and the missions are distributed between the various partners. The expected results and impacts of this project will be: - Developing the basic and key skills of the target- group people; - Identifying these skills in order to foster their recognition and to help their training in the workplace; - Identifying informal and not formal learning situations that help the development of these skills; - Identifying strategies of information and motivation of the least qualified and skilled people so they can develop or improve these skills; - Developing and spreading training methods and tools in these skills; - Identifying the activities encouraging the development of social skills; The project aims at improving the training practices in key skills in the workplace to develop the employability of the target group and foster their social integration. It also intends to spread these practices to other organizations and aims at a better consideration of these practices by the life-long learning system of every country involved in the project and to other countries in EU. It also aims at improving life-long learning policies within other EU countries so that they better apply to the least qualified and skilled people.Many European actors, active in the social and education fields, took part in the AMTCC project: HONGRIE:GALILEO PROGETTI Nonprofit Kft.Hatpöttyös Nonprofit Közhasznú Kft. SzékesfehérvárKockacsoki Nonprofit Kft.Miskolci Autista Alapítvány – MAACRAFT szociális műhelyMotiváció AlapítványMunka-Kör Alapítvány a HallássérültekértStrázsa Tanya Turisztikai és KépzőKözhasznú Szociális SzövetkezetSzimbiózis AlapítványPORTUGAL:Associação CaisAETP - Associação de Escola doTorne e do PradoANARP - Associação Nova Aurora naReabilitação e ReintegraçãoPsicossocialSim, Somos CapazesAIREV - Associação para Integração e Reabilitação Social de Crianças e Jovens Deficientes de VizelaCidade das Profissões – PortoMunicípio de Famalicão Comunidades Incubadoras Famalicão CLDS4GCentro Social de SouteloALPE – Agência Local em Prol doEmprego / Casa dos Choupos, CRL.Município de Santa Maria da FeiraQualificar para IncluirMunicípio de Vila Nova de GaiaGaiurb – Escola OficinaCEOS - Centro de Estudos Organizacionais e Sociais do Politécnico do PortoBELGIQUE:Atout EI (fédération)Coups de pouceCyréoEnsieLe consortium de validationdes compétencesLe CortilLe Groupe TerreLe Trusquin Titres-servicesMaxinet CentreProp’houseProxiserviceStep-ServicesFRANCE:Ateliers & Chantiers du Pays de la MéeEtudes et Chantiers Bretagne Pays de la LoireAssociation IdéalLa Ligue de l’enseignement HéraultLe TrénelUniversité Populaire Ventoux"

The employment crisis affecting Europe is very serious and worsens even more the situation of disadvantaged people (such as people with no qualifications, young people, those over 50, people with a history of drug abuse or detention) who encounter increasing difficulty in finding a job, and who very often are not supported by a system of regulations and economic subsidies ad hoc. The disadvantaged widens and increases the danger of social exclusion and poverty, which the EU firmly fights against. The nonprofit sector and in particular work integration social enterprises has proved to be an effective tool to combat this phenomenon, thanks to the support pathways to the labour market that include training, guidance of the personal and professional development of the person, awareness of employers and the Political System. The European project JobCoach+ has in its purpose to improve the quality and effectiveness of the strategies of job placement of disadvantaged people by strengthening the skills and professionalism of work integration social enterprises and professionals who work on this issue, disseminating good practice and successful methodologies at the European and national levels. For the job integration processes, the Jobcoach is a key figure in the strategy to combat social exclusion, and it is important that professionals and social enterprises have high professional competences and quality standards related to this profile. It is therefore necessary to provide training for current and future generations on this specific profile. The project involved collaboration between work integration social enterprises networks and university in 5 European countries (Italy, Belgium, Latvia, Spain and Hungary) for the creation of an ad hoc complete, high-level, modern and effective training modules, standardized at European level for jobcoach professionals. These modules are also flexible to adapt to the different field realities of the different partners’ countries and contexts Project’s attention points:- Researches: existing good practices (like other ENSIE’s projects), existing criteria of jobcoaching, gathering of the training needs and competences, general and specific social context of each of partners’ countries;- An information gathering questionnaire and research methodology (IO2)- 5 National forums with stakeholders (multiplier events) for dissemination and analysis of the related needs; -Development of European jobcoach training course: a European level module (common for all) and national, specific modules: with guidelines to align them;- Training for trainers: courses (common and specific) for 10 trainers from partner countries;- Training modules documents adapted to WISEs’ contexts, and translated in different languages (partners’ countries languages)- Pilot course: courses for 10 participants of each partner countries;- Awareness raising of local, regional and European level stakeholders and policy makers to support job integration by dissemination conferences and meetings with political representatives- Integration of new training courses in training activity of VETs and universities;- Diffusion and free availability of news learning outcomes, protected by ISBN code ;- 4 National and 1 European level conferences of dissemination;- Follow-up after the project for evaluation of the effectiveness of the impact and sustainability.- Initiation of a follow-up for the trained participants of each country.

Persons with disabilities are entitled to live independently in their communities, to make their own choices and to play an active role in society. Every person deserves sufficient standards of protection for the civil, cultural, economic, political and social rights on the basis of inclusion, equality and non-discrimination. The EU promotes the active inclusion and full participation of disabled people in society, in line with EU Commission's European Disability Strategy 2010-2020, UN Convention on the Rights of Persons with Disabilities (UNCRPD), European Charter of Fundamental Rights, Lisbon Treaty, and forms part of the Europe 2020 Strategy. It is expected that, by 2020, approximately 120 million Europeans will have a disability, but still the EU-level indicators show a clear gap with the rest of the population. Access to labour market remains one of the main challenges for people with disabilities, such as the linked high early school leaving rate for disabled people (around the double compared to persons without disabilities). Support for housing autonomy is largely insufficient, missing a European commonly agreed definition of ‘institutions’ or ‘community based services’, separation from families and local communities is often imposed, and is limited the right to choose and control daily life, including sphere of family, friendship and love, professional career, free time etc.There is also a big gap between the EU countries on approaches and set up and running of services for persons with disabilities and in life quality, contrary to the principle of equal rights for all EU citizens.FULL LIFE contributes to the EU Strategy 2010-2020 goals, especially on PARTICIPATION, EQUALITY, EMPLOYMENT, EDUCATION and TRAINING, SOCIAL PROTECTION promoting deinstitutionalization thanks to 7 short trainings, 2 Transnational Project Meetings, study visits, exchange of good practices, comparison between systems, contexts and services, discussion among professionals, involvement of public representatives and decision makers, both during trainings in each country, a Final Publication including the project results, the dissemination of project outputs and a Recommendation delivered to European decision bodies. It promotes the cooperation among different institutions and professionals working in the inclusion of people with intellectual and/or psychosocial disabilities: government agencies, non-profit organizations, social enterprises, associations, in order to give a “transversal” response to a complex problem, involving professional figures and bodies with different skills and mission.FULL LIFE involves around 200 participants, workers in the project partner organizations: coordinators, managers, educators, support staff, social workers, psychologists, job coaches, work insertion tutors, life coaches and other professional figures involved in the project topic. It promotes the improvement of quality of services and policies for inclusion of disabled people at local and EU level, the professionalism of social workers, raises awareness and increases the sensitivity to the topic, carries out a lobbying action to accelerate and improve the better policies for autonomy and full exercise of rights, and promotes the birth of new initiatives to achieve the objectives of the EU strategy, and also explores and highlights how persons with physical, intellectual disability and with mental health problems experience autonomy, inclusion, participation in their lives across project countries.The project partnership is composed of organizations representing 7 European countries (6 Members states and 1 candidate): Réseau d'Entreprises Sociales (Belgium), Institut de l'entreprise et de l'innovation sociale (France), Galileo Progetti Nonprofit Kft. (Hungary), Socent Network (Ireland), ARCA Cooperativa Sociale (Italy), Associação Nova Aurora na Reabilitação e Reintegração Psicossocial (Portugal), Caritas Šabac Udruženje (Serbia).All these organizations, with different professional profiles and missions, work with the common aim of promoting social inclusion of people with disabilities and building a more inclusive and equal European Union.

Nowadays there is no doubt that social and emotional skills (SES) are the key elements of human development. Research findings and official reports provide enough evidence that if children are not attaining minimal SES at around six years of age, they are likely to be at risk in the next stages of their development. Well-developed SES in children contribute to academic success, improve learning conditions, are a powerful tool for empowering children for a better future, for a happier and more productive life, but also they are an irreplaceable tool for prevention of social exclusion, aggression and bulling, school dropout, different types of risk behaviours, psychopathology, unemployment, etc. Deficits in SES lead to poor academic results, may lead to problems with social adaptation or serious psychopathology, substance abuse problems, challenges finding employment, etc. Supporting SES development in early years not only increases children’s chances of success in school, work, and life but it has a great indirect impact on their families, teachers, and the society as whole.The EU-SELF project team is committed to contribute to the key EU priorities: (prevention of ESL (Europe2020), Recommendation 23/4/2008 (European Parliament and Council, C(2008)/C111/01); Communication COM (EC, COM(2011- 66def) ECEC: Providing All Children with the Best Start); EC Communication on Europe 2020 Strategy (COM(2010) 2020); EC’s Proposal for key principles of a Quality Framework for ECEC (EU ECEC QF) (COM(2018) 271 final); EC Recommendation for Quality in ECEC (2018); ERF on Key Competences (2018/C 189/01), Health 2020, etc.), by creating an innovative approach that integrates the academic knowledge in the field of SES with the early childhood educational practises.The team will suggest and plan the new approach by relying on the knowledge alliance between HEIs and ECEC providers and will produce the following results: -an innovative and Europe-wide digital platform, containing reliable, professional and up-to-date, interactive content regarding the state of SES assessment, development and interventions of early and preschool children. It will serve simultaneously as SES information and resource hub, and as well as a tool for communication and exchange of information between ECEC providers, educators, researchers, stakeholders, experts from different countries supporting the achievement of key priorities in the EU. This tool will have sustainable long-term impact. It will boost the field of development of key competences for early and preschool children, children’s social inclusion, redaction of early school dropout, which is in line with the new challenges of the today’s Europe. The platform will be open assess and it will be available after the project ends.-a thorough, sophisticated, scientific literature analysis of the state of SES assessment, development and interventions of early and preschool children for most of the European countries (47) and oversees. The information will be uploaded in the platform and published in 2-volume book.-qualitative study findings regarding teachers and parents’ understanding and attitudes on children’s SES in each partner country. General and national reports will be published.-publications of good practices in European countries and oversees,-analysis of the educational context in the partner countries,-case studies of the practices in the partner countries,-a glossary of main concepts regarding SES.-overviews of key topics regarding SES.The project will reach out various target groups, whose feedback will contribute to its impact and sustainability. Those will be: researchers, teachers, educators, ECEC providers, kindergarten principals, parents, professionals, experts, stakeholders, decision-making bodies, local authorities, EU bodies, etc.EU-SELF project outputs will have enormous long-term impact and sustainability through the following:-digital platform-it will last after the project life cycle and will be assessable worldwide-research study–the findings will contribute to other research and applied projects in other countries, it’s a strong continuation to the findings of OECD studies (2015, 2018), its methodology can be applied in other countries-publications -collection of key findings, topics and analysis, free use-publications of lessons learned by linking knowledge and real practice.The team expects that the above contributions will boost the field of development of key competences for early and preschool children, their social inclusion, reduce the children’s dropout from school, increase the quality of ECEC providers, etc., which respond to the new challenges of the today’s European Union. We view EU-SELF project as a solid foundation and our first step towards a more ambitious aim-development of a programme for SES development in early and preschool children in Europe.EU-SELF project is financed by Erasmus+ programme (KA201), 2019.

"Accoording to studies at European level, the early years are crucial in people's life, as these greatly influence its education, employment and integration prospects, so the high quality ECEC-Early Childhood Education and Care services are essential to improve education outcomes and to give equal opportunities to all children, especially those coming from disadvantaged backgrounds. ECEC services are an important tool to prevent school failure and to promote social inclusion, not only for children but also for their parents; as European researches in this field highlight the importance of creating opportunities that foster social cohesion and promote equal opportunities, in a more and more multicultural European context. In accordance with this European priority, the main goal of the Multicultural Early Childhood Education - MECEC+ project was to carry out a comparative study on Early Childhood Education and Care in the partner countries (Italy, Tuscany - Hungary, Budapest region - Spain, Catalonia), through the analysis of the actual contexts on multicultural ECEC, the existing training paths and the analysis of training needs of ECEC educators, the systems and regulations of reference, the observation of ECEC services and exchange of good practices, with attention to the European good practices. The partners organizations were organizations working in/for ECEC, universities, public and private ECEC services: Galileo Progetti Nonprofit Kft., coordinator – Hungary/ Budapest; ELTE University – Hungary/Budapest; JEB Associated Nurseries of Józsefváros – Hungary/Budapest; Arca Social Cooperative – Italy/Tuscany; University of Florence – Italy/Florence; ENCIS Serveis a les persones – Spain/Catalonia.The realized main activities were study visits in the partner countries in ECEC services, training activity involving experts at international level, direct observation of ECEC services, comparative analysis of the ECEC system, of the contexts and the exisiting training paths of educators in the 3 countries, the collection, analysis, comparing of training needs of ECEC educators.The partners compared the conditions/contexts in the three territories, acquired new competences, shared good practices, innovative methodologies, and analyzed the criticisms, equipped themselves with knowledge and tools to define the emerged common needs, in order to plan the design of a new and international university level training on multicultural ECEC, which can contribute in offering quality ECEC services and support for the integration of children at risk of social exclusion in particular immigrants and Roma, and their families - this curriculum will be developed in the subsequent Erasmus+ KA2 I.ECEC project by the partners.The main results and impact attained: a network of partnerships are created among enterprises/services and universities of the three territories, the increasing knowledge on good practices of other European countries and on innovations, on policies and strategy of EU, the realization of a final publication/intellectual output ""THE INTERCULTURAL NEEDS OF EDUCATORS IN EARLY CHILDHOOD SERVICES"" collecting the produced materials and the results of the need analysis. The results were shared via multiplier events and dissemination activities at local, regional, national and European level. The project responded to the need of the constant improvement of the quality of universities/ECEC services' training offer, thanks to the exchange among professionals, to the knowledge of successful experiences and best practices in other countries in an international dimension, thanks to the training activity and the study visits realized.The longer-term benefits are the establishment of an active and professional collaboration which is going on among universities of different European countries, and among different actors of the sector: universities and enterprises, public bodies and private organizations. The comparison and dialogue among professionals from European countries was made thanks to the transnational projects meetings/study visits, the comparison among actual workers and university students who will be the next generation of educators - the professional curiosity of present and future professionals has increased.The involved persons, participants and partners increased their European vision and network: this proactive attitude towards the enlargement of network multiplies the European dimension, the interest for future cooperation at European level, and bring together partner to design new projects with common objectives to improve further ECEC from an inclusive and intercultural aspect."