The overall objective of the project is to develop a social networking and awareness platform dedicated to childcare and work life balance. The platform builds on neighbourhood networks enabling citizens to come together and share tasks, time and skills relevant to childcare and after school education/leisure which have become unaffordable in times of stagnation and austerity. To achieve this objective the project borrows and integrates the concepts of time banking with some already developed digital social innovation experiments in the child care field represented in the consortium and seeks to further exploit the potential of ICT networks to increase participatory innovation in the sense of self-organizing neighbourhoods. The specific objectives of the project are: - Exploring new ways for sharing and socializing child care needs and care work in urban communities facilitated by ICT - Supporting families, couples and individuals with care tasks to find flexible solutions in their daily lives to cope with care work and time management needs in more balanced ways - Raising awareness on the importance of overcoming gender biased views of care roles, as well as stereotypes related to intersected social differences (class and economic status, ethnic background, sexual orientation, etc.) Proposed actions: - Needs analysis and residents engagements in 7 Cities in Europe activating 7 Families_Share City Labs where needs analysis, platform co-design, pilot testing and local raising awareness campaigns will integrate. - Co-designing an operational framework and a scalable collective awareness platform engaging existing communities of parents - Pilot the platform in 7 cities - Evaluate the impact of the adopted techno-social solution and the user engagement strategy -Develop a scalable and replicable model for an affordable childcare scheme based on the Families Share Platform that will ensure sustainability and further exploitation in other EU cities.

"Why: Across Europe, the participation of low-skilled workers in continuing vocational training remains far below average, and their risk of unemployment high. In the debate on skilled workers, these employees are increasingly coming under scrutiny throughout Europe as endogenous potential for securing competitiveness. As a consequence, companies are becoming increasingly important as a means of gaining access to low-qualified target groups for lifelong learning.Work-based basic skills training - WBBS for short - as a continuing education offering is proving to be an important way of reaching employees with no or no recognised vocational qualification for the further development of their basic skills in Europe. A wide range of national and European projects and implementation strategies have generated empirically sound findings on how access to companies and employees can be designed, how learning and competence development close to the workplace can be initiated and realised and which organisational conditions promote this educational service as a business field. It has been shown: If strategies of further training for semi-skilled and unskilled workers are to be successful, work-based learning - as close to the workplace as possible - must be professionally organised. Due to the diverse specifics of WBBS training in companies, this training service represents a challenge for adult educators. This is where the Profi-Train project with its professionalisation approach comes in.Who:Partners of the project are:bbb Büro für berufliche Bildungsplanung, R. Klein & Partner GbR, Dortmund; Dipl. Päd. Rosemarie Klein Managing Director (Koordinatorin) & Dipl. Päd. Gerhard Reutter, Dipl. Päd., Senior Researcher.BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH, Wien; Helmut Kronika, Managing DirectorERGANI Center for Support and Advancement of Employment for women in Thessaloniki; Parthenopi Sourmaidou, Managing Director; Anna ERUDICIO nadacni fond, Plzen; Jarmila Modra, researcher; Vlastimil Outly, Senior Expert, Jana Vanova, Researcher, Vera Komerova, researcherMEDE Ministry for Education and Employment. Directories for Lifelong Learning, Malta; Christianne Fenech, Project Manager, Mandy Mifsud, researcherSIAE Slovenian Institut for Adult Education, Lubljana; Estera Mozin, Researcher and Project Leader; Petra Javrh, ResearcherWhat:PROFI-TRAIN builds on the existing knowledge of WBBS training and presents a transferable and flexible further training concept for teaching, scheduling and process support staff in further training. The further training concept ""Acquiring competencies for work-based basic skills"" consists of three components: - IO 1 ""Self-Study-Manual. Acquiring Competencies for Work-Based Basic Skills Training (WBBS) - IO 2 ""Guide with six training modules for attendance seminars - IO 4 ""European Roadmap for Stakeholders"", who can implement sustainable professionalisation strategies The products are based on initially prepared country reports, which were published in a compiled version as specialist article. For the qualitative and country-specific contextualised completion of the products, national pilot seminars lasting several days were planned, implemented and evaluated by each partner (IO 3). The results of the pilot seminars were documented in a report (IO 3) and were used in particular for the qualitative further development of IO 2 and for the development of IO 4. The modules in IO 1 and IO 2 run close to the action process of WBBS trainings and thematise the topic:Module 1: Basic knowledge of Work-Based Basic SkillsModule 2: Approaches to companiesModule 3: Appeal to employeesModule 4: Developing an Operational Training Programme for Work-Based Basic SkillsModule 5: Realisation of Work-Based Basic Skills TrainingModule 6: Finalisation and Evaluation of WBBS-TrainingHow:The Profi-Train partnership produced the products in a division of labour and were subject to a structured feedback process and a thorough peer review process. The partners took the opportunity to develop a detailed analysis of the educational system, the degree of innovation, etc. based on country-specific characteristics of the educational system. criteria to contextualize and then translate the English-language versions that were initially developed. This was particularly relevant to ensure the connectivity of the products, to make the wording more precise and to increase the chances of implementation in the country. Result:Due to the innovative content of the professionalization concept, the products IO 1 and IO 2 in particular have become much more differentiated, in-depth and thus more comprehensive than expected. The results of the pilot seminars indicate that it has been possible both to comprehensively secure the knowledge base on WBBS and to present guidelines for planning attendance seminars with lively learning methods and opportunities for biographical career development."

"The NetRaw project, Network for Rural Active Women, aims to create, develop and provide access to training, capitalisation and support resources for women living in Mediterranean rural areas (Spain, Greece, France). Indeed, the profound changes in these areas have transformed gender relations and modified urban/rural relations. The NetRAW project and its 4 partners, Cermosem: Campus rural de l'Université Grenoble Alpes (Ardèche, France), the association Grains d'Ici (Ardèche, France), Resilience Earth (Olot, Spain), the Ergani centre (Thessaloniki, Greece) have therefore questioned during 3 years the place of women in these territories and their visibility. More precisely, the core concern of this network was to change the way rural women are considered by collectively working on key objectives : to fight against stereotypes, to propose answers to their needs for skills acquisition, to empower them, to promote their activities, to create shared learning on the media. The collective working approach has adopted the principle of the shared and collaborative construction of all research, training and mediation productions. Their desire to give women access to lifelong learning resulted in the setting up of two training sessions offered to 35 women from the partners' rural territories. Their questioning resulted in the production of resources (non-digital and digital) for women and those involved in support and territorial development, all in 4 languages. In particular, they produced 3 magazines, the PLIs, featuring portraits of women; a web documentary to address, in an interactive way, gender stereotypes and rurality; a photo exhibition to compare portraits of local rural women entrepreneurs; a research based on a corpus of written press articles which confirmed the hypothesis of the invisibility of women's place in the media; the creation of a digital educational resource, i.e., the MOOC ""Women and rural territories in Europe"", available on the ""fun-mooc"" platform, which responds to the need for access to academic and professional knowledge on the subject. Finally, their latest production is the creation of a resource and networking platform for European rural women: the ""rural women's living lab"". These numerous resources created, accessible free of charge, will enable women in rural Europe to train, exchange, share and undertake collectively. Finally, they contribute to changing the way women living in rural territories are considered."

Elie 2.0 is an innovative approach to supporting groups vulnerable to social exclusion into enterprise, sustainable, good quality employment or further VET training. A previous project, Eliemental, worked with groups vulnerable to social exclusion and identified socio-cultural barriers to enterprise. The team then created and rolled out a programme of soft skills development. This programme has had significant sucess with 55% of the 2018 UK cohort (older long-term unemployed, recent migrants, people with chronic health problems) moving on to start an enterprise, into employment or into further VET training. Similar programmes evaluated by Rolfe et al (2015) suggest a UK success rate for interventions with GVSE of 28% for young people under age 24, 22% for people age 25-65 and 10% for people with disabilities or chronic health conditions. Partners delivering Eliemental have been signposting participants onto a disparate range of enterprise support services and have reported that these are often not suitable for the participants who have come through from Eliemental. They have urged the development of a more innovative, experiential approach to enterprise learning to embed the hard skills needed for business start up among our participants who do not go on from Eliemental. We interviewed participants who did not move on from Eliemental training and found many were keen to carry on but were dismayed at the more rigid approach of the services they had to engage with in order to gain additional skills such as business planning, marketing, costing, regulation and funding. After these discussions we proposed a four part package to support the aims and aspirations of our target groups. Part One is the establishment of Community Enterprise Coaches who will work with small groups of participants in the heart of their local community. Local VET colleges find it difficult to recruit people from groups vulnerable to social exclusion, but embedding a link in the local community can overcome this barrier. Part Two is the development of digital learning materials that can be accessed from smart phones. The innovative element here is a mechanism to tailor the learning resources to the needs of the target community. Learning resources will also be available to download in recognition of digital literacy issues, lack of wifi or lack of 4G data. Access to VET is problematic for the socially excluded. Embedding VET in the heart of communities vulnerable to exclusion offers a new approach.Part Three is the creation of experiential learning opportunities through live projects for small groups of participants, supported by their community enterprise coach. These real-world projects will link to the learning objectives of the Elie 2.0 programme and will give participants experience of working with others outside their community, problem solving, reporting back to the live project owner and will improve their networksPart Four is the development of student and SME owners as volunteer business consultants to provide advice to our participants in their local community. Business consultancy is expensive and provision is often in central business districts, not in the areas where socially excluded people live and work. Students studying business have a range of skills that can be shared with others if only a mechanism for doing so is provided. Using local community spaces identified by the project, and supported by the Community Enterprise Coach students and SME owners will offer help with business planning, business model, market research, price research, basic book-keeping and national SME regulations. This part of the project has many benefits: students can gain valuable experience for their CV (and in many cases for extra-curricular activity awards offered by their university or college), SME owners can develop new partnerships with start-ups, Elie 2.0 participants will gain an introduction to the services for small businesses offered by universities. This is important as too often there is a gulf between the expertise of universities and colleges and local small businesses. New networks will also be established, an important feature of this part of the project as our work on the previous Eliemental project showed networks were critical to sucess for our participants, and the socially excluded are often excluded from networks. Elie 2.0 is an innovative, community based project that will support the European Commission (Enterprise & Industry) aim to improve access to enterprise and to VET for the socially excluded. As the EC has noted, ‘Certain groups in society, such as people from ethnic minorities, face additional difficulties in trying to set up businesses’ and highlights the need for innovative solutions to overcome barriers to entrepreneurship (http://ow.ly/8Obz8).