The share of young people between the ages of 20 and 34 years neither in employment nor in education and training (NEETs) in the EU in 2017 (data for 2018 will be available on June 2019) stood at 17.2% and at 29.5% in Italy, 21.4% in Bulgaria, 20.8% in Spain and 14.2% in Estonia (source: Eurostat). The economic crisis that affected Europe in the last decade has led to high levels of youth unemployment and thus disengagement among young people with a record number of NEETs in 2013. Lowering youth unemployment and avoiding that a whole generation of young people in the EU could remain out of the labour market for years to come is at the heart of the EU policy agenda. For this reason, the EU commission launched several key actions to encourage youth employment and reduce the number of NEETs such as the “Youth Guarantee”, “European Solidarity Corps”, “Quality Framework for Traineeships”, “European Framework for Quality and Effective Apprenticeships” and particularly “Investing in Europe's youth” through which the EU commission increased of EUR 200 million the Erasmus+ budget until 2020 to encourage participation of young people in society and solidarity work.In this sense, Erasmus+ confirms the value and the impact of youth work to create better opportunities for young people in a NEET situation and to enable their active involvement in society and integration into the labour market. In other words, youth work appears to offer untapped potentials for developing new resources and solutions for young Europeans NEETs through activities conducted by youth workers in a supportive setting. Considering all that, the main objective of “SustaiNEET” is to increase participation of NEETs into the labour market and in education through up-skilling youth workers in effective engagement methodologies. A secondary aim is to raise awareness of the heterogeneity of the NEET population across member states so that adaptations can accommodate diversity in the NEETs profile. Specifically, SustaiNEET aims to give the possibility to youth workers for better and more targeted provision of services through the use of tools which will be implemented under the project.The main target group of SustaiNEET are youth workers dealing with NEETs, who wish to enhance their competences, qualifications and approaches in order to be able to be more competitive professionals and aim to provide the NEETs with better assistance and support them to become more employable or continue their education so as to attain their career goals.Project results will be achieved through a careful project planning and defined project methodology. In fact, the project will be managed in a collaborative way, based on collective intelligence and regular communication. The following methodology will be applied: Plan, Do, Check, Act (PDCA). The project has been designed over 20 months to happen in 3 major consecutive phases. The project will have the following main activities:-Comparison State of Art of youth workers and NEETs report.-Two Intellectual Outputs (e-learning modules & Digital Guide of best practices).-Three International meetings.-One Training event.-Local workshops and dissemination activities.The project will have direct, positive effects on the different participants as they will acquire more specialized knowledge on the issue of vulnerable young people in NEET situations and be able to create new initiatives which foster NEETs active involvement in society and integration into the labour market as well as through the peer-learning among youth workers there will be concrete opportunities of intercultural contact as well as upskilling professional competences, adding comparative assessment and rating of the results, the perception of a professional growth and greater social recognition of educational mission by stakeholders.

“The digital age is expanding into all areas of our lives, and it is not just those who work in IT that will need to be alert of the digital transformation,” said Mariya Gabriel, EU Commissioner for Digital Economy and Society (January, 2018). Although we live in an increasingly online world, a significant part of the population remains digitally excluded. A recent report, “The Digital Skills Gap in Europe”, released by the European Commission on October 2017 has revealed that 44% of Europeans aged 16-74 do not have basic digital skills so near half of European adults lack basic digital skills. Adults without basic digital skills are less likely to manage their finances, access government services and cheaper products and are more likely to suffer from isolation, have lower incomes, be disenfranchised and have children who underachieve at school. In addition, the EU estimates that 90% of all jobs in the future will require at least basic digital skills, meaning that Europe could be facing a digital skills gap among European adults. It is therefore more important than ever that adult educators develop their own digital and pedagogical skills. At the same time, it is widely acknowledged that adult educators and trainers face many challenges as they deal with increasingly complex and diverse learning situations and meet competence demands in a constantly changing work environment with the evolvement of new technologies. As a result, there is an urgent need to provide adult educators/trainers a comprehensive professional development programme for upgrading and up-skilling their digital skills. Having all this in mind, “Digital skills 4 All” project aimed to provide guidance and training for adult educators across Europe on how to use ICT tools and digital methods to better deliver basic skills adult education. Beyond the project participants to the training event (C1) and the other participants to the Multiplier event (E1) other people were reached by project activities. In fact, people not receiving a specific grant also benefited from the project and approximately through physical and online dissemination activities more than 3,000 people were reached and get aware of the project outcomes and activities. The project was managed in a collaborative way, based on collective intelligence and regular communication. This methodology also meant that steps were realized in time bound manner as any lateness or missing parts could have direct influence on other partner work. The following methodology was applied: Plan, Do, Check, Act. This aims to constantly monitor the project advancement and to ensure permanent quality improvement. Feedbacks from participants, partner staff, adult educators and any parties involved in project activities were used for the continuous improvement of the project, using the PDCA method (plan, do, check, act). The project seen the realization of four transnational meetings (Final meeting was online due to COVID-19), one final multiplier event (realized online due to COVID-19), one transnational training event for staff and three Intellectual Outputs: IO1-E-learning modules. IO2 -Training Materials handbook. IO3 -Digital Guide of best practices. The project had direct, positive effects on the different participants as they acquired more specialized knowledge on digital skills and understand the importance of having digital skills for transferring them to low skilled adults, and through the peer-learning among adult educators there was concrete opportunities of intercultural contact as well as upskilling professional competences, adding comparative assessment and rating of the results, the perception of a professional growth and greater social recognition of educational mission by stakeholders. Target groups and other stakeholders included international bodies, adult centres, non-profit organization working with disadvantaged adults, willing to add non-formal activities to their formal curriculum; local and regional administrative bodies looking for support for fostering adult initiatives in their area, and at large organizations interested in ICT education for their workers. These will benefit from the positive outcome achieved, in terms of their replicability and dissemination, improving their visibility and their impact within their own community.

DORM (Adults On Reciprocal Mission) refers to a multilateral project carried out by 4 partners from Greece, Estonia, Italy and Romania. The central idea is the design, implementation, evaluation, documentation, dissemination, and exploitation of a new model of reciprocal collaboration between local communities and four EU member states. This model collaboration will surface the cultural heritage of the local communities in conjunction with a set of good practices and volunteer work of European adult citizens-in collaboration with agencies with respectable social work in their portfolios-towards people in need of solidarity. The main objective of the planned activities is to facilitate the mobility of adults, who would have a dual role as visitor and as volunteer, towards the partner local communities. Each partner will create several Local Working Groups (LWG) by collaborating with local cultural and social agencies. Next, they will organise a pilot 7-day hosting programme where 48 different adult citizens coming from the partner member states will participate. The hosting programme will include an educational/recreational part, which refers to acquaintance visits to the material, non-tangible, and digital local cultural monuments, as well as a social part, which refers to brief yet meaningful volunteer work at agencies or with people who are in need of them, in order to reciprocate for the aforementioned educational part. The type of the volunteer service will be preferably adjusted to each person’s professional or personal skills. Participants will be prepared beforehand for their service and cultural agencies will be called to prove their good practices to preserve of their national and/or local cultural heritage.The results of the pilot implementations of the hosting programmes as well as the ADORM model structure will be documented in a Guide pack, which will be the primary promotional material to be used in the following activities of dissemination, exploitation and multiplication. Implementations of the ADORM model will continue last the official end of the project in form of regular reciprocal activity among the members of the network. Efforts will be made to expand the network in more countries.

“Their right is your right (TRIYR)” project aims to strengthen the competences of youth workers in key concepts of human rights education with minority young people and provide them the necessary knowledge and tools as learning resources to promote equality and address intolerance in the society. All learning resources and outputs created during the project will be available as open educational resources (OERs).The direct target group of the project will be youth workers involved in youth learning who will upgrade their skills in human rights education, whereas the indirect target group are young people, who will benefit from youth workers through the provision of high quality youth learning.Extending and developing youth workers competences, particularly in protecting the rights of disadvantaged youth minority and promoting tolerance and respect of human rights, is one of the key objectives of the Erasmus+ youth programme for 2020.The necessity to conduct this project transnationally is due to our intention to mobilise youth organisations and other stakeholders to build coalitions or partnerships that will enhance human rights education in the society to promote tolerance for minorities and understanding of youth minority rights.TRIYR will have the following main activities:-Four transnational meetings.-Four Outputs.-Four final conferences.-One training event (C1).-Project management, communication & dissemination activities.The project has been designed over 20 months to happen in 3 major consecutive phases. Each phase will mark the beginning of a project intellectual output. Project international meetings (M1,M2,M3, M4) will be included at beginning and end of each intellectual output. In addition, the final conferences (E1,E2,E3,E4) in the form of multiplier events will take place the last month of TRIYR in each partner country with the aim to reach a higher impact.The project will be an item on the curriculum of each organization and it will be incorporated in the learning activities of all project members. Following, the project will have direct, positive effects on the different participants as they will acquire more specialized knowledge on youth minority human rights education and understand the importance of having competences in minority rights for answering the increasing challenges in European society. Through the peer-learning among youth workers there will be concrete opportunities of intercultural contact as well as upskilling professional competences, adding comparative assessment and rating of the results, the perception of a professional growth and greater social recognition of educational mission by stakeholders.

It is evident that during the last decade, all Europe was characterized of slow economic growth and of high youth unemployment rate. According to Eurostat (2015), 6.5 million young Europeans were unemployed in 2008 before the impact of the economic crisis. This number increased by more than 40 % in the following years and hit a high in 2013 at 9.3 million unemployed youth. However, youth unemployment was and is still (2015) very unevenly distributed across Europe, ranging from 7.2 % in Germany to 49.8 % in Greece, with an EU-28 average of 20.3 %. Promoting youth entrepreneurship is the best way to respond to the challenges portrayed above. In the EU’s political agenda, fostering entrepreneurship, and particularly youth entrepreneurship, is considered a crucial means to tackle youth unemployment and social exclusion (European Commission, 2017). Consequently, the European Union and national governments have launched considerable efforts to pursue the objective of promoting entrepreneurship among young people, and initiatives to boost youth entrepreneurship are given a significant role in supporting the main goals of the Europe 2020 strategy for growths and jobs. In this sense, youth work presents itself as a promising opportunity for combining traditional approaches to the promotion of innovation and entrepreneurship with work targeting disadvantaged groups of young people and aiming at social activation and inclusion. Consequently, our main objective with this project was to provide to youth workers all the necessary skills and competencies in order to be able to understand and deliver entrepreneurial learning. The specific objectives to achieve or goals were: -To provide youth workers a better understanding of entrepreneurship and the role of non-formal learning in supporting entrepreneurship among young people. -To give youth workers practical methods, tools and practices that they can adopt and adapt to their context and so make it easier to promote entrepreneurship among young people. -To promote peer learning activities in order to enhance the skills and competences of youth workers in delivering entrepreneurial learning. -To compose a set of learning materials as open educational resources (OER); -To develop a digital guide for youth workers to support youth entrepreneurship. -To explore existing programmes supporting youth work and youth entrepreneurship. The project was managed by partners in a collaborative way, based on collective intelligence and regular communication. Details of the schedule were contained in the project GANTT chart. This schedule was used as a base for the overall project management and tracking of the project milestones. This methodology also meant that steps were realized in time bound manner as any lateness or missing parts can had direct influence on other partner work. The following methodology was applied: Plan, Do, Check, Act. This aimed to constantly monitor the project advancement and to ensure permanent quality improvement. In all project training activities were applied a non-formal education methodology. The project had direct, positive effects on the different participants as they acquired more specialized knowledge on entrepreneurial education and the importance of entrepreneurship for young people, transversal competences, perception of self-esteem and a positive sense of belonging to the wider community, and through the peer-learning among youth workers there have been concrete opportunities of intercultural contact as well as upskilling professional competences, adding comparative assessment and rating of the results, the perception of a professional growth and greater social recognition of the training, e-learning courses and educational mission by stakeholders. After the end of the project, the partners will continue exchanging good practices. Indeed, the collaborative networks and cooperation consortiums of the partnering organisations will be an important channel to reach the target groups and disseminate the project further. Each partner is a member in various collaborating networks, which gather regularly to the network meetings to exchange ideas and experiences, review new project proposals and assess the initiative's progress. Annual and periodical international conferences, seminars, workshops and other meetings, which are based on active working methods with sessions, workshops and seminar presentations, will provide excellent forums for reaching the project target groups and disseminating the project results. Thus, the results of the project benefit not only the consortium members, but also the organisations throughout Europe, even globally.