Current changes on national labor markets are embedded in a worldwide process that encompasses global changes at social and cultural levels. Indeed, the recent progress in technology are affected the labor world causing global effects that are deeply changing our society.Accordingly, lifelong learning is fundamental not only to growth and jobs but also to social inclusion. This implies, for institutions, to adopt appropriate governance tools and, for all stakeholders, to build a coherent cultural proposal - including appropriate methodologies - facilitating mobility between the different paths and the viability of acquired skills, in life, in education systems and in work and in the labor market. International and national surveys - elaborated by single Member States - exhort to do more to adjust adult qualifications, to increase the proportion of adults engaged in study and training activities and the level of their skills. To enhance adult participation to the different educational opportunities, a further challenge has to be faced by assuming coherent strategical choices: the digital divide between the young and the older population that risks to keep a relevant part of the active population far from the social and economic participatory circuits. In the current fluid labor market, internal mobility from a job to another, as well as the access, is strictly dependent on the adaptability of the knowledges and the skills owned by the individual as also on its capacity to learn how to learn in the long-life. So, a strong action is needed not only to improve a more effective educational offer targeted to lower qualified persons, especially to those expelled from the labour market or at risk to lose their jobs, but also to bring out the educational demand, by providing to individuals flexible tools that allow them to control what they know / can do, stimulating continuous self-reflection processes that help them to self-evaluate and to record what they learn. ICT applied within a participatory/active learning methodology can usefully break the barriers of adult participation into training activities, recovering motivation and effectiveness of learning.The main objective was to elaborate methods, strategies and materials useful to improve the teaching and learning among adults (especially over 50 low-qualified).This macro objective entailed these other objectives:-to find an appropriate learning methodology for the project’s target group considering the opportunity offered by new technologies and to produce practical tools for supporting adult learning when the participatory strategy is adopted-to improve learners’ skills responding to the current labour market challenges. -to enhance adult learning effectiveness. To give them a strategy to learn to learn-to attract adult people to training system in order to reduce the level of low qualification 45 : type LIST : content 20075 partners with complementary skills and expertise: Rezekne University (LV): pedagogical and social issues, ICT, educational program validation and evaluation; participating learning INBIE (PL): developing MOOCs programs and e-learning activities; Entrepreneurship and planning of new products and services; research and innovation in education. Training institutes (IAL IT; IPF SP; KANEP GR): training of trainers, lifelong learning activities, developing e-learning tools, training activities of adults, social and unemployment interest researches, employment policies, management of training projects.Main activities:Scientific research about participative methodology and its application in an ICT environment; training course about ICT skills and skills to find a new job; multimedia guide for anyone working in education and training. It explains the online participative methodology, how to design training courses adopting this methodology especially with adult low qualified people and the training course contents. Trainers’ training session: to explain them the participatory learning methodologies, the training course and how they can carry it out. 5 training courses with the online participative methodology, low qualified over 50 participants developed in the Countries partners. Impact results by research activity: articles published and presented at International conferences. Impact results by training courses: nobody left the training courses. We trained around 100 people. The main results were the self esteem of the participants and more skills in learn to learn. The multimedia guide received a good evaluation by experts. At trainers level: improved skills to face problems in adult teaching-learning, especially for low qualified adult people unused to attend training courses.Long term benefits: decision makers showed the willingness to take into account the results of the project in order to launch call for proposals ad hoc to improve innovative methodology and a type of training useful for a weak target of people. The educati

The proposed IMEP Project will address wider International Higher Education and Quality Assurance agendas and build on the IHE work done as part part of previous Tempus projects in Uzbekistan and British Council QA and IHE programmes. There are several reasons why we decided to apply for the Project:- our considerable knowledge of the situation and needs of the HE of Uzbekistan which was gained through previous Tempus QAPD Project and other projects we have completed with our partners;- urgent need to train new teachers for the HE which are specified in the Presidential Decrees and Resolutions of the Cabinet of Ministers of the Uzbekistan - please see part E1 of the Detailed description of the project for more information;- education is a national priority and the government takes steps to align the system of education with international standards, enhance the quality of teaching and learning, and equip students with the skills required by global and local markets.The Project will specifically focus on developing the following:- new approaches in CPD for academic staff and managers in the HE: running pilots in partner institutions and new programmes recommended to the Ministry of Higher and Secondary Specialised Education of Uzbekistan (MHSSERUZ);- establishing consistency and enhancement of standards of teaching and learning across a variety of subject areas in the HE: Economics, Business, Education Management, Tourism, Medicine, Language Teaching and Learning and many others, and presenting the analysis of standards and recommendations on the process of enhancement to the MHSSERUZ;- engagement of students in teaching and learning: Guidelines on Student Engagement;- engagement of employers in enhancement of standards, teaching and learning: Guidelines on Employer Engagement.IMEP Project will contribute to Uzbekistan - EU Dialogue in the Higher Education and make proposals to the MHSSERUZ and other public organisations dealing with the HE.

The European Union (EU) in the “Project Europe 2030” is continuing to follow “Europe 2020” set out as a vision of social market economy for the 21st century. One of the tools to achieve this vision is to increase numbers of social entrepreneurship (SE) and promote this business model. SE creates sustainable and inclusive growth and stimulates social innovations. Social entrepreneurship has a potential to bring forward new approaches to big challenges that Europe is facing such as an ageing population, growing inequality, climate change, and youth unemployment.Only a few universities in Europe such as Roskilde University and the London School of Economics and Political Sciences offer study programmes whereas social entrepreneurship is incapsulated either as a specialization or a module. A survey carried out in partners’ home institutions and the discussions held among partners during the preparatory meetings revealed that: (1) none of the partners has a programme or a model for encouraging educators to incorporate the concept of social entrepreneurship in their teaching practices; (2) none of the partners offer social entrepreneurship as study track, module or study programme; (3) more importantly, teachers critically lack knowledge and skills about social entrepreneurship in Lithuania, Latvian and Cyprus partner institutions. The emergence of social entrepreneurship is prevented by number of barriers. obstacles are different in different countries, but the most common is a lack of understanding of the concept of “social entrepreneurship” across Europe.Poor recognition of this term is in all chains of market from policy makers, public servants to public in general, investors, prospective customers. Another barrier faced by social entrepreneurship is a lack of entrepreneurial spirit, managerial and professional skills, competencies necessary for scaling up activities.Higher education institutions (HEI) are the shapers and innovators of our communities that help foster cultural, social and economic vitality. Social entrepreneurship track their development throughout education sector and notes that young people still lack knowledge of social entrepreneurship and its peculiarities.The problem is lack of understanding of the concept of “social entrepreneurship” and lack of necessary skills to develop social entrepreneurship in HEIs.This project aims at raising awareness about social entrepreneurship and its benefits around higher education institutions’ community and in wider range, to promote the development of this business model. The objective is to raise awareness about social entrepreneurship and its benefits around teachers, students and society. HEI’s academics’ have skills gaps in this area. It is necessary to development teachers’ competences and update study programmes, to make them more relevant to current Europe’s economic, social model and international labor market situation. It is evident that there is an urgent need to promote social entrepreneurship among educators and to produce highly qualified graduates capable of addressing profound social challenges faced by our communities and Europe in general. Therefore, is it urgent to empower teachers so that they could deliver high quality teaching whereas the development of social entrepreneurship knowledge and competences are emphasized. In order to achieve the aim of this project it has to be implemented transnationally in collaboration of institutions from different countries with different levels of expertise in the field.Countries with stronger expertise (Belgium, Finland) will create model of development of “Social entrepreneurship” competencies in higher education institutions and will create training methodology for teachers from countries (Lithuania, Latvia, Cyprus) and will provide training. Trained teachers with new tool and knowledge will make training to local teachers about “Social entrepreneurship” so that they could integrate this knowledge into their teaching subjects. As a result of the training a new curriculum on “Social entrepreneurship” will be created and will be integrated into the study processes of partner universities involved.

ADD-ONSKILLS project responds to an increasing need for taking up new challenges in digital and remote times, that set the bar high for teachers and trainers in technical universities. Thus, they need not only to follow quick-changes in the construction sector, but also face the prospect of remote or hybrid learning. Preliminary research about the competences of graduates of technical universities as well as results of analysis of our previous Erasmus+ project, showed inability to conduct comprehensive analysis taking into account different aspects and technical solutions to create the best energy-effective and ecology-friendly solution. The analysis of the previous project in this area showed a gap to be filled, thus, we decided to face the challenge. Moreover the pandemic situation made students stay home or conduct blended learning, that raised requirements to educators. Modern lessons would thus move from an approach centred on the teacher's performance to one based on the construction and development of new students' skills, guided by the teacher working with them on the evaluation of content, making it clear, comparing results, developing new ideas. The teacher would therefore not only be entrusted with the role of controlling learning but also that of facilitating the interaction of knowledge, managing relationships, developing practical hard and soft skills. Multimedia modules are aimed at stimulating subsequent reflections and activities to be carried out by students. They must deal with the topics with an integrated approach between different disciplinary areas, encourage questions and develop creative thinking. We need to prepare engineers to enter the international labour market. To achieve the aim of the project a cohesive consortium with active involvement of 5 HEIs and one association of engineers has been established. All partners understand inevitability of changes in the education system and have wide experience in different areas related to designing low energy and eco-friendly buildings for sustainable cities. Common work of our teachers, their participation in an international short training, project meetings will enable the exchange of knowledge about designing and workmanship of modern, smart buildings using eco-friendly solutions. It will also contribute to the creation of a long-lasting network of cooperation in the didactic and scientific field. We will create an innovative learning module for blended mobility course, taking into account that the full course could be done remotely if necessary. We will develop at least 4 e-labs that will provide remote access to the equipment or will allow to simulate operation of systems depending on external variables to replace typical labs on site. Our ideas, tools and methods will be tested on two groups of students working in international and interdisciplinary teams. All products verified during the courses (syllabus of the course, didactic e-modules, e-labs, e-book) will be delivered and available free of charge on the ADD-ON_SKILLS web page. The innovative ADD-ON_SKILLS module will be included in our HEIs programmes and offered to students from various universities as a facultative subject (4 ECTS), or/and as a course to upskill young engineers. The implementation of this module will allow to enhance the attractiveness of the studies, complement the programme with modern IT technology achievements and make the teaching content more consistent with the practical aspects to prepare graduates to enter the demanding international labour market. It is worth to note it will ease HEIs virtual teaching and sweeten the pot. Participants of ADD-ON_SKILLS project (students, teachers) will improve their language competence, interpersonal skills, raise their multicultural awareness and get specialist engineering knowledge. Employers taking part in meetings will find HEIs open for cooperation with business and industry in many fields (joint case-studies, thesis, trainings etc.).In the future, ADD-ON_SKILLS module that is open to new technologies and adapts to the needs of the labour market demand will contribute to the development of the economy, filling the gap in education observed. We will organize at least 3 multiplier events in Poland and Lithuania, to promote results of ADD-ON_SKILLS project and ERASMUS+ ideas at various levels. We will disseminate the results among students, teachers and scientists–we will share our outputs, facilitate access to materials that will be helpful in different disciplines and courses. The results of the project will be also submitted to the executives of HEIs to inspire them to further improvements in the educational process. Moreover, we will disseminate the results of our analysis among local citizens to make them more environmentally conscious, which hopefully will result in larger use of modern innovative solutions, reduction in energy consumption and decrease of greenhouse gasses emission in the future