Learning mobility, i.e. transnational mobility for the purpose of acquiring new skills is one of the fundamental ways in which young people can strengthen their future employability as well as their personal development (European Commission. Green Paper: Promoting the learning mobility of young people).Since 1987, thousands of young people from all over Europe have had the opportunity to gain competences which would have been difficult for them to obtain without a programme like Erasmus. A recent study has demonstrated that, on average, after their stay abroad, Erasmus students have a higher employability prospect than 70% of the students (European Commission. Erasmus Impact Study). Within the framework of non-formal education, the Youth for Europe programme was born with the aim to encourage the mobility of young people, particularly those with difficulties in accessing other mobility programmes such as Erasmus.The European Commision and the Member States of the EU have worked year after year to increase the number of learning mobility opportunities, within the framework of formal education (i.e. the Erasmus programme) or within the framework of non-formal education (i.e. the Youth in Action programme). Despite their efforts, there are still a large number of young people who do not have access to such opportunities for personal, economical, social and/or health reasons.In this context, the SIVIM project aims at reducing the inequalities and risk of exclusion faced by young people who cannot access learning mobility opportunities, in particular, young people from disadvantaged social groups. To this end, public administrations and youth organisations from 3 European countries (Spain, Italy and Poland) will develop, validate and disseminate at European level a Toolkit for Virtual Mobility in non-formal education. This Toolkit will give to young people who cannot travel, the opportunity to develop similar competences to the ones developed by those taking part in transnational mobility activities.The project will have a duration of 24 months and will be structured in the following phases: Phase 1: Initial development (February 2015 - February 2016)Each partner will select 12 young people aged between 18 and 25 years old from disadvantaged social groups who have never had the opportunity to take part in a learning mobility activity. They will then make a study to identify the special needs of those young people. This information will be of vital importance to ensure that the special needs of the end beneficiaries of the Toolkit for Virtual Mobility will be taken into consideration during its development. The next step will be, for each partner, to elaborate a content proposal for the chapter of the toolkit that they will be in charge of developing. Their proposal of content will then be debated and approved jointly by all the partners during the first transnational meeting (May 2015). During the following months, partners will work for the development of the toolkit. In February 2016, once the initial development has ended, a 6-day training event will be organised in order to train two youth workers from each organisation on how to use the toolkit.Phase 2: Validation (March 2016 - May 2016)Each partner will organise a validation of the toolkit with real end beneficiaries, the young people from disadvantaged social groups selected during the previous phase. The validation activities will take place simultaneously in three pilots (Alcalá de Guadaíra, Frattamaggiore and Krakow). These activities will be under the supervision of the two youth workers from each partner trained during the previous phase and will see the participation of 12 young people from each country.Phase 3: Final development (June 2016 - October 2016)Based on the results obtained during the validation activities with the real end beneficiaries (pilots), each partner will apply the necessary improvements to the chapter of the toolkit it has developed. The toolkit will finally be edited in digital format in an easy to use and attractive way, and will be ready for its dissemination and exploitation at European level.Phase 4: Dissemination (November 2016 - January 2017)Each partner will organise in its country a multiplier event in order to present the results of the project and train potential users (at least 60 youth workers) to the use of the toolkit. In addition, the partners will launch a dissemination campaign at European level in order to reach the Toolkit to, at least, 180 organisations working with young people from disadvantaged social groups.

"Context Four non-profit entities with theater and the use of ICT as a vehicle come together to give older women who have had few opportunities for growth and who belong to a rural environment of low socioeconomic and cultural level a chance to live. PRIORITIES Social inclusion Increase demand and participation through effective outreach, guidance and motivation strategies Open education and innovative practices in the digital era The project intends not only to improve learning opportunities for people outside traditional training environments and channels, but also to enable personal and integral growth of the participants. The idea of ​​becoming a beacon of new opportunities will prevail. Through the game and the complete, complex, rich and permanent activity, we will achieve an improvement of the possibilities, skills and key competences, to which it is not easy to gain access to traditional academic training. In short, we intend to make learning possible by relocating traditional roles in teaching. We think that the people who participate in the project must, obviously guided by the experts and based on the pedagogical lines that are traced mainly by the SEPER faculty We think on the other hand that the incorporation of ICT tools to learning at any age is fundamental We can not allow what is an opportunity to bring the rural environment and its educational limitations and access to information and culture becomes a new threat that enlarges the inequality of opportunities gap in which potential beneficiaries have developed their lives of the project. OBJECTIVES: There is an objective that will condition the rest: EMPOWER the participants and give them the opportunity to learn and to acquire experience that they have not had the possibility for the rest of their lives. We use the feminine as generic since the target group in the three locations are women, of advanced age, of low socio-economic cultural level and of rural environment. PARTICIPANTS: 2 Representatives of each entity (Formators) and 10 students (except in the SEPER entity that does not provide students for training activities) ACTIVITIES: 1. Using ICT (videoconferencing) that with the appropriate periodicity (once a month and consecutively) a common test (we will call it ""common digital test"") of the three companies led respectively on each occasion by one of the directors. 2. Presentation activities of the companies will be carried out (videos with linguistic interaction in the three languages) 3. We will prepare a recipe book with instructions for the preparation of the Gastronomic Workshop. Basically it consists of preparing the ""type"" recipes that will be prepared in the gastronomic master's workshop Cheff in the meetings. a) It is necessary to record in video and send additional documentation (powerpoint or similar) with the instructions in the target language. From the budget, from the list of ingredients and qualities. Buy in traditional commerce and assembly of explanatory video with subtitles in the target language. b) The rhythm. Popular music is a cultural manifestation of the first order. The investigation, knowledge and diffusion of the same will be another of the threads. Specific complex activities. The first ""common digital essays"" will have the rhythm as protagonist. We understand that rhythm, music and dance have to have a very important pedagogical role in the final product, insofar as the language can only have an accessory role. c) The Crafts. Popular and traditional crafts are another important ethnic and cultural element. The research, knowledge and dissemination of the same, will take important role since these elements will be used as ""props"" and scenic support d) The language, the management of information. It is essential that the exchange of information be constant, continuous and periodic, for this the students will have a monthly workshop to generate documentation e) Unquestionably the connection between all of the above is the dramatic and scenic work, origin and end of the project. IMPACT AND RESULTS: Empowerment and improvement of the competences of students and trainers. Improvement of the participating entities. Greater use of the ERASMUS + program in other centers and companies in the areas. Twinning of the 3 localities"

In 2012, 124,5 million people (24,8 % of the population) in the EU-28 were at risk of poverty or social exclusion, compared with 24,3% in 2011 and 23,7% in 2008 (Eurostat newsrelease 184/2013 5.12.2013).Access to employment is regarded as the best way out of poverty and social exclusion. According to the report from the European Commission: “New skills and jobs in Europe: Pathways towards full employment” the current labour market is a reflexion of the link between unemployment and qualifications. In 2010, in Spain, over 25% of those with low education were unemployed compared to around 10% unemployment among those with high education (European Labour Force Survey database 12.3.2011). In this context, the Up-skilling Europe project aimed at improving the employability of adults at risk of social exclusion across Europe through a process of developing and updating skills. As such, six organisations from six European countries joined forces to develop, transfer and implement a set of innovative educational and training methods, tools, and materials based on the principles of Active Learning and tailored to the specific needs of adults at risk of social exclusion. The project was executed by a cross-sectoral partnership, involving local public authorities, adult education providers and social sector organisations; and structured in the following phases: PHASE 1: Development of innovative educational and training methods, tools and materialsThe educational and training methods, tools and materials were developed in the form of toolkits. Five toolkits were developed as follows to provide adults at risk of social exclusion with a set of basic and transversal skills which will improve their employability. 1. Toolkit for Social Entrepreneurship education. 2. Toolkit for ICT training.3. Toolkit for English teaching. 4. Toolkit for Lifelong Learning.5. Toolkit for Learning Mobility.The five toolkits include a set of innovative educational and training methods, tools and materials based on the principles of Active Learning and are tailored to the special needs of adults at risk of social exclusion. In order to foster the recognition of the toolkits’ learning outcomes at local, national and European level, the toolkits were developed within the European reference framework of the eight key competences for lifelong learning. Additionally, the partnership developed an innovative tool for the recognition and validation of the learning outcomes gained with these toolkits, the SkillPass. The SkillPass was developed and implemented following the same methodology applied by the European Commission for one of the most successful tools for the recognition of non-formal learning in Europe, the YouthPass. In addition to the SkillPass, other European tools for the recognition of learning outcomes, such as Europass Mobility, were implemented throughout the project. PHASE 2: Development of training skills A short-term joint staff training event was organised to develop among the project partners’ teachers and trainers the necessary training skills for the use of the toolkits. PHASE 3: Validation of the educational and training methods, tools and materials The toolkits were first, validated by the teachers and trainers from the project partners during the short-term joint staff training event. And second, by adults at risk of social exclusion in order to ensure they met the needs of the target group and delivered the desired learning outcomes. The second validation was carried out in three pilots located in Frattamaggiore (south Italy), Krakow (south Poland) and Alcalá de Guadaíra (south Spain). These locations correspond to the project partners targeting the biggest number of adults at risk of social exclusion. PHASE 4: Deployment of the educational and training methods, tools and materialsUsing the feedback from the validation activities, the project partners made the necessary adjustments on the toolkits prior to their final deployment. The toolkits are available in six European languages (English, Greek, Italian, Polish, Romanian and Spanish) on the project website (www.upskillingeurope.eu) for free use and re-purposing by any interested party as OER (Open Educational Resources). PHASE 5: Dissemination and exploitation of the project resultsEach project partner organised a multiplier event in order to introduce to other organisations and individuals to the use of the toolkits. In addition to the multiplier events, the project partners also carried out a wide range of dissemination activities (publication of press releases, brochures, video, etc.) to ensure the widespread impact of the toolkits across Europe. The Up-skilling Europe project is a stepping stone towards a fully inclusive European society where every European citizen has access to high quality education and employment.

<< Background >>We applied for this project because we are all firmly convinced that learning, in order to be effective, should be a community based process. We want to overcome traditional barriers: breaking the classroom walls as regards the schools, bridging the gap between citizens and public authorities as regards Municipalities. We need students, families and associations to become involved in the broader life of the community: in this way we, as educators and administrators, can generate knowledge that is really meaningful and enhance the resilience of the city.<< Objectives >>We want to build a network of organizations structured around the principles of Learning cities such as: active citizenships, especially for students and member families; sustainable development; build partnerships at local, national and international level, national and international level; involve city leaders and representatives in the school projects.<< Implementation >>We are going to implement different activities: a Survey on Needs in order to better focus orientation and preferences of stakeholders; a festival on the subject of learning and sustainable development; a website in order to make our proposal constantly visible and promoted by social media; hold conferences in the various city hall in order to deliver the learning city message.<< Results >>We expect to have both tangible and intangible results. The tangible results include: formal participation in the school project of member families and local authorities; student engagement in active citizenship; a footpath that allows students to go from home to school.The intangible results are student awareness of the complexities of citizenship, increased involvement of the students in the community, increased emotional wellbeing, increased awareness, and new friendships.

Climate change is occurring in Europe, with the European land temperature over the past decade on average 1,3°C higher than in the pre-industrial era, making it the warmest decade on record (Source: Climate change, impacts and vulnerability in Europe 2012 - EEA Report No 12/2012). The consequences of climate change can already be noted through the increase in the frequency of natural disasters. In Europe, according to the Emergency Database of Disasters (EMDAT), the number of natural disasters reported increased from 43 in 1974-1978 to 288 in 1999-2003. All the agencies working on monitoring climate change agree that, in the future, such consequences will intensify with the weather and temperatures being more extreme. Impacts will include natural disasters such as river floods, droughts, forest fires, warm periods, including heat waves, are expected to be more intense, more frequent and longer-lasting. (Source: EEA 2007: Europe’s Environment, the fourth assessment).The impact of natural disasters on the European population ranges from material damage, economic losses, casualties (death and injuries) and psychological distress. However, such impacts can be mitigated through the education of individuals, communities, and disaster responders on three levels: prevention, preparedness and response to natural disasters. Unfortunately, the European population lack the necessary education to face the changes brought upon them by climate change.In order to address the identified educational needs of the European population to face the changes brought upon them by climate change, fire and rescue services, primary and secondary education schools, adult education providers, and public administrations from six European countries worked together in this cross-sectoral and cross-border partnership.The project “e-learning for the prevention, preparedness and response to natural disasters” aimed to develop, validate and deploy a set of innovative educational materials to educate the European population on the prevention, preparedness and response to natural disasters related to climate change. These educational materials were made into e-learning modules and available for free on an e-learning platform as OER (Open Educational Resources). There are four e-learning modules: one for primary school children, one for secondary school students, one for adults, and one for disaster responders (fire and rescue services, emergency personnel and other first responders). Each e-learning module is tailored to the specific needs of its target group throughout a process of adaptation and validation. The execution of the project lasted 24 months and was structured in the following phases: PHASE 1: Development of the educational content for the e-learning modulesThe professionals in prevention, preparedness and response to natural disasters represented by the four fire and rescue services from Denmark, Lithuania, Spain and United Kingdom, developed the educational content for the four e-learning modules.PHASE 2: Adaptation of the educational content to the target groupsTeachers and trainers from primary and secondary schools, adult education centres, and VET providers adapted the educational content of the e-learning modules to the specific needs of each target group. PHASE 3: Translation of the e-learning modulesThe project partners from non-English speaking countries translated the e-learning modules into their national language while the British partner improved the quality of the English version.PHASE 4: First deployment of the e-learning modules The partners deployed on the e-learning platform the four e-learning modules in six European languages.PHASE 5: Validation of the e-learning modules Each e-learning module was validated with its target group (primary school children, secondary school students, adults, and professionals from fire and rescue services) throughout six pilot tests. PHASE 6: Final deployment of the e-learning modulesBased on the feedback from the validation of the e-learning modules carried out during the pilot tests, the partners defined and implemented the necessary improvements before the final publication of the e-learning modules in six European languages (Danish, English, Estonian, Lithuanian, Romanian and Spanish) on the e-learning platform as OER (Open Educational Resources). As the e-learning modules are easily transferable to other countries and to other organisations, every user, teacher, trainer or education provider using the e-learning modules will be a positive step towards the education of the European population on the prevention, preparedness and response to natural disasters.