"European Commission has set out as one of its main goals to create a Digital Single Market, where citizens and businesses can access online goods and services. The Digital Single Market Strategy will simplify consumer rules for online purchases, make data protection, copyright and telecom rules for the digital age. In the same context, digital literacy can enhance consumers’ ability to profit from new digital goods and services, as acknowledged by the OECD report: “Consumers’ ability to fully profit from digital content products provided electronically depends, to a great extent, on their knowledge and awareness of the digital environment and of their rights and responsibilities. How such digital competence could be enhanced through education and awareness raising initiatives is a challenge for all stakeholders”. However, despite the clear benefits and interest on promoting the Digital Single Market, there are some important barriers from the citizens perspective. Consumers want reliable, trustworthy, easy-to-use services that deliver information or other products and services in a way that doesn’t result in costly mistakes or damaging misjudgements. And they also need to count on the necessary skills to access, understand, assess and make an informed decision on consumption. Additionally, another pressing priority that stands out at the EU level is the need to develop Digital Competencies for all, that is ""to develop the digital skills to ensure that all citizens are active in our digital society"". In this sense, the development of these competences will also help combat digital exclusion, which is emerging as a widespread and growing phenomenon in the European Union. Within this context, DIGConsum projects main objective is to contribute to the empowerment of adult Europeans by providing them with digital competences in the field of digital consumption. Additionally, the specific objectives of the project include: - To create OERs addressed to European adult population and their trainers, reducing the gap on digital competences for consumption. - To develop a training path to be used and adapted by any adult education practitioner interested in providing training in the project topics. - To provide a common framework for development but also assessment of competences of digital consumers, valid at the EU level. - To bring new technologies to all citizens and develop new pedagogical and training approaches and resources that allow reducing inequalities in access and participation in ICTs in non-formal education. DigConsum training will be designed to fulfil the following learning objectives: - Learners will be able to search, filter and assess information on goods and services online, and to follow a responsible and sustainable consumption. - Learners will be able to identify and verify reliable and non-reliable sources on advertisements and commercial communications. - Learners will be able to manage their own digital identity online, including their privacy and own data protection. - Learners will have the ability to participate in collaborative economy platforms and to share information with other consumers in the digital market. - Learners will understand and be able to use copyrights, licences and contract on digital products or services. Project transnationality is one of the key aspects of the proposal. Achieving a European Digital Market requires from a transnational approach to the analysis and also solutions given to EU citizens. The DIGCOM framework for consumers provides a starting point for adult education practitioners to develop adapted paths and training resources in the field. Project partners represent different national contexts that provide the project with insights from those diverse realities, trying to include those countries over or closer to the EU average on digital consumption to those with lower rates."

"The AROMA project was motivated by the EU’s Entrepreneurship 2020 Action Plan and in particular by the need to amplify Europe's entrepreneurial potential. A survey, which was one of the project outcomes and served as a base for the design and the development of the project materials, confirmed several motivating expectations. Though the augmented reality (AR) technology gradually finds its way into business, education and common life, it can be still considered like relatively unknown and there is a gap and need to promote the awareness about the technology. Generally, many experts expects the technology can help to rise the efficiency, could accelerate training, make learning and training more dynamic and could also enable to solve problems faster. Moreover, digital skills and ICT competencies are generally considered as key and crucial to develop in today's education and training. This situation supports the need of providing training in augmented reality to relevant audience using a practical and hands-on approach. The overall objective of the AROMA project was to develop an on-line course ""Augmented reality and Business Skills"" and supporting materials (the course curriculum, supporting train the trainer course, case-studies, live-demos) that altogether form a digital training toolbox through which the project’s target audience, especially those entering the topics, can be provided with training in augmented reality technology, can learn about its principles, possibilities and get some practical experience with it. A special feature of the course is a connection with training in business skills and competencies, for which the technology may serve as an important tool. The aim was to motivate a novel breed of entrepreneurs that should able to exploit the technology in different business scenarios and hopefully find the way how to use it for their activities. All the materials as a comprehensive digital toolbox should facilitate vocational education (VET) trainers in their creation of their modular training, compiling other relevant case-studies etc. Designed innovative educational curriculum integrating training in augmented reality and multilingual training in business skills can be flexibly applicable in various contexts. An integral part of the toolbox is the created AROMA e-Learning Management System maintained also after the project completion.The project brought together 8 European partners with a specific mix of profiles, backgrounds and expertise relevant for various aspects of the project including vocational education provision, augmented reality technology expertise, pan -European entrepreneurship association, small and medium-sized enterprises (SMEs) supporting organisation, higher education and adult learning as well as the world of work.The pedagogic methodology of the AROMA project is based on the ‘train the trainers’ and modular approach and all the outcomes are freely available from the project website sites.google.com/view/ka2project/. The project targeted primarily on vocational education trainers with the expectation that though this community the AROMA results might reach out to the end target audience all those interested augmented reality technology in context with setting-up business or specialized training and skills development e.g. existing entrepreneurs, start-up entrepreneurs, social enterprises, stakeholders, business incubators and centres, and secondary to any adult learners, and higher education students."

The Social Youth project aim at bringing together primarily, disadvantaged Youth (NEETs) with secondary TG, SMEs active in the rural tourism sector, in a collaboration to create new external touristic services and products by the youth and implemented in the SMEs. Through a cooperation methodology, the necessary training resources, an implementation methodology and a learning framework, the partners aim at enabling and/or up-skill youth workers and rural youth, to foster their entrepreneurial skills and mindsets, especially in social entrepreneurship, while offering them valuable digital competences in cutting edge technologies (AR) with a great potential for application in rural tourism services. The youth will in turn, create alternative touristic services and products, suitable for the SMEs. Objectives • Foster youth entrepreneurial. mindsets in rural areas and identifying needs in digital communication and digital content creation related skills • Developing learning resources for Youth, youth workers and trainers, • Developing a framework guide to help Youth workers and trainers to exploit the Social Youth results, • Developing a Digital Training Toolbox to facilitate access to learning resources, case studies, and training paths • Creating actual case-studies/business applications through pilot-testing the methodology and toolkit • Engaging project stakeholders in collaboration and networking regarding the project theme, and researching transferability potential to other sectors besides tourism (e.g. retail, commerce, manufacturing etc.).It is estimated that approximately 300 youth and youth workers and subsequently, SMEs will be trained through the Social Youth methodology and tools. Target groups: Primary target group are Youth in rural areas NEET or in danger of leaving, NEET and youth workers Secondary target group: Youth organisations, Project stakeholders/Partners: Clusters, business associations, SME networks, etc. The project partners will work together to tackle a common problem with a transnational character. They will compare data, benefit from exchange of good practice, complement each other in terms of expertise and previous experience and create youth work tools that will have a wide application across nations and cultures. Moreover, by addressing different forms of rural tourism in each partner region according to the local experience and capacity, the project outputs will be further complemented in terms of applicability to different contexts around the EU.

On one hand, entrepreneurship can constitute an important element with regards to the autonomy, personal development and wellbeing of young people. Entrepreneurship can be seen as one of the solutions to combat youth unemployment. Cultures, that value and reward entrepreneurial behavior such as calculated risk taking and independent thinking promote a propensity to develop new solutions to social challenges. In this regard, entrepreneurship education needs to be increased and underrepresented groups need to get special attention and be given help in order to start, run or grow a business or enterprise. On the other hand, the harmonious co-existence of many languages in Europe is a powerful symbol of the EU's aspiration to be united in diversity, one of the cornerstones of the European project. Languages define personal identities, but are also part of a shared inheritance. They can serve as a bridge to other people and open access to other countries and cultures, promoting mutual understanding. A successful multilingualism policy can strengthen the life chances of citizens: it may increase their employability, facilitate access to services and rights, and contribute to solidarity through enhanced intercultural dialogue and social cohesion. The EU now has 500 million citizens, 28 Member States, 3 alphabets and 24 official languages, some of them with a worldwide coverage. Some 60 other languages are also part of the EU's heritage and are spoken in specific regions or by specific groups. In addition, immigrants have brought a wide range of languages with them; it is estimated that at least 175 nationalities are now present within the EU’s borders.Objectives: The project promotes the world@words results as tool to work with young people, promote their foreign language skills (business English) and foster entrepreneurial mind-set, particularly for youth.Number and profile of participants:7 partners from 6 EU countries (UK, GR, ES, IR, BG and BE) - Schools, NGOs, Consultants, European Youth Centre, Platform of Pan-European organisations and research centre have come together to develop “world@words”, an innovative online Business English vocabulary tool targeting youth who wish to fortify their competitive advantage, learn business English as well as promote their entrepreneurial mind-sets and acquire skills and competences that will help them. The tools target also teachers of Business English that are looking for an efficient, interactive way to teach Business English Vocabulary online. In world@words, youth can learn and enhance their vocabulary skills, according to their level in English, using both/either their mother tongue (Greek, Spanish, French & Bulgarian) or just the English language, either by personally exercising and monitoring their progress or by connecting and interacting with their physical English teachers. They can also entertain themselves, while simultaneously further enhancing their knowledge, with real-time on-line vocabulary gaming.Description of activities:During the 28 months of the project’s implementation, the partners carried out 4 Intellectual Outputs together with the management and implementation phases. During these IOs, there were many activities, such as studies, researches, development of world@words system, translations (En/Gr/En, En/Bg/En, En/Sp/En, En/Fr/En), various activities regarding dissemination & use of world@words and pilots in 6 EU countries.Methodology used in carrying out the project:The methodology was based on research, testing and validation of the whole system. The long-term benefits are to:• enable more people to study and/or work abroad, and improve their job prospects;• help people from different cultures understand one another - essential in a multilingual, multicultural Europe;• trade effectively across Europe, businesses need multilingual staff and• promote entrepreneurial mind-sets to enhance employability prospects of youth, and other groups of youth i.e NEETs, students• the language industry – translation and interpretation, language teaching, language technologies, etc. – is among the fastest growing areas of the economy.Thus, our project will contribute to the improve achievement in basic and transversal competences (entrepreneurship and 2nd language / Business English) in lifelong learning through non-formal education provision.