VETpreneur provides a series of carefully designed capacity building activities - including mobility of educators and learners from Western Balkans partner countries: Albania, Bosnia and Hercegovina and Montenegro to the EU countries counterparts. The project addresses common regional and also country specific issues facing both youth and adults in the VET sector contexts as per the ETF assessments reports (Turin process reports) from 2020 and 2021. In doing so, the VETpreneur project mainstreams the use of EntreComp framework (entrepreneurship as a key competence) in formal and non-formal VET education and training in the Western Balkans. In formal VET education, it will be mainstreamed through student company program and development of innovative problem-based entrepreneurial lab’s, creation of toolkit and ToT training. In non-formal education and training, it will be promoted throughout VET centres for adults, through the networking events, and the creation of recognition tool.

"Based on the perceived needs of lifelong learning (LLL) educators of families and their adult family members with intellectual disabilities (AFMID) in partner countries Slovenia, Croatia, Italy and the United Kingdom, the project developed MeTURA-Back to Roots Family Education as an innovatively effective individualized learning methodology and an opportunity to develop the basic knowledge, personal and social skills of families and AFMID for their greater independence and less dependence on institutions. The learning process takes place in an innovative, friendly, accessible learning environment that connects the classroom-family therapeutic gardening-family therapeutic cooking. It enables personalized LLL of families and AFMID in the institution (classroom, adapted garden, adapted kitchen) of adult education or as guided self-education of families and AFMID in the home environment (family garden, home kitchen). This brings the educational offer closer to home. The project addresses LLL educators of vulnerable adults, families (parents, grandparents, brothers, sisters, uncle, aunt), their AFMID, AE institutions, the relevant public as equal target groups. During the project, we developed learning tools and strengthened the knowledge of educators, which enables the permanent implementation of the MeTURA Family Education (86 qualified educators). In the project, we performed a multi-layered analysis of learning needs and based on five Studies developed tangible andragogic tools: MeTURA Methodology, MeTURA Andragogy Materials and MeTURA Family Education Guide, we also made a video documentary about the project. They were developed based on the findings of the Studies on Barriers and Potentials of Family LLL in the Context of Therapeutic Family Gardening and Cooking, on Effective Motivational Support Methods for Greater Engagement of Families and AFMID in Social Inclusion, on Key Competences skills and literacy of AFMID. Developed learning tools and acquired knowledge were tested by educators, families and AFMID during the life of the project in 29 pilot workshops for AFMID and 6 for educators, the activities were attended by 179 people with intellectual disabilities and 69 organizations. Learning tools are freely available and supported by digitization, produced in English, Slovenian, Italian and Croatian. The developed tools also have the MeTURA Family Education appendix for self-education of families, which is technically and substantively adapted to the AFMID (pictorial, easy to read). As the family is the one who supports AFMID in active involvement in learning and wider society, the basic purpose of MeTURA Family Education is the education of the whole family, not just AFMID. As both educators and learning families and AFMID participated in the project activities, the MeTURA Methodology solves the actual needs of educators in direct reflection of learning families and AFMID (interactive experiential learning). Project activities included: learning in classrooms with a computer, practical therapeutic gardening and cooking, lectures, interviews, visits of good practices, participation in multiplicative events, self-evaluation of knowledge of educators, families and AFMID, international project meetings and joint training of educators. Established solid complementary cross-sectoral synergy of stakeholders in the field of adult education, especially those working with the target group of people with disabilities, gives the project a supportive environment for the implementation of MeTURA-Back Family Education. Targeted educators in project activities and developed andragogic tools enable families to more easily cope with diversity and thus easier social activation of all family members in learning and the environment, friendly acquisition and self-evaluation of high quality basic and life skills (planning, responsibility, perseverance, physical activity, planting planning according to the required crops for the preparation of daily meals, connecting family members, planning the future). Project activities are guided by a ""simulated"" daily independent life with the help of an educator and a learning tool for independent work, which helps the individual in those works when he is unable to do them himself. The common red thread is taking care of yourself. AFMID is given the opportunity to demonstrate its skills, support tools, and empowered family members and educators serve as guided learning assistance in those tasks that are too demanding for it. The project strengthened the social conditions for the active participation of families and AFMID for their full social emancipation. Project activities were supported by the media and visible through FB and project websites (165 posts), partners and a wide network of associated partners."

Thousands of pupils and teachers stayed at home and been forced to adapt to online teaching from scratch due to the ongoing COV19 requiring measures. The processes were different in every school and left to be designed by the teacher itself as the whole education system did not manage to adapt. Beyond instructional goals, teachers were also required to maintain social integration of pupils while significant disruption to the provision of classes in the specialized classrooms, excursions etc happened. This project aims to use Art to overcome barriers to online learning of science subjects, to aid better learning outcomes and engage in positive learning experiences. Different types of art and art expressions can be used to introduce pupils to new ways of online learning, achiving learning outcomes based on the curriculums and reduce the feeling of social isolation. In this context the main objectives of the project are:• To equip educators of primary education (teachers of science subjects) in formal settings with skills and knowledge to work in a diverse online classroom, in order to create a safe learning environment for pupils by using Art and Art visual forms to teach science.• To ease the transition experienced in learning setting change and start the process of building confidence and personal growth after a life-changing events as an online learning without friends and peers.• To influence policy makers in each partnership country to provide guidance and educational support for the effective online learning of N&S subjects.• To offer stakeholders in the educational community a place in the project and to use the platform for preparation of their learning sessions, exchange best practices.The participants involved in the project are teachers of science subjects and teachers related to the science subjects in Primary Schools and consequently their pupils. In addition topartnership organizations from the field of education and education related sciences, other primary schools, museums and galleries, science centers, universities and other stakeholders will be activly involved in the acitivites.The methodology adopted is reflected in the structure of the workplan: WP1: Project management principlesWP2: Establishing contact with the target groups of teachers of N&S subjects and pupils, with associations of science teachers, identifying their learning needs, strengths and current challenges in COV19 reality. In parellel, project stakeholders are identified and formally invited to take an active role in the development of the project outputs by offering feedback and participating in project activities (focus groups) – Universities – Faculties of Educational Sciences. WP3: Creating the OTA learning methodology based on the educational value of art and visual art forms and OTA Learning TOOLKIT integrated into online learning and adaptable to class learning and self assisted learning with LTT activity. WP4: Creation of the OTA MOOC Platform and Pilot testing.WP5: A campaign for the sensitization of the wider teaching public, parents of the Primary school pupils and the relevant stakeholders in the 4 project-countries, including multiplier events in 4 countries and dissemination activities.The main project outcomes are foreseen to be: Reinforcement of schools and other stakeholders from the field of education with provision of the new methods and tools offered to teachers of N&S subjects who are teaching pupils online, including stakeholders such as science centres, universities and galleries and teachers of other subjects as the means to deliver learning in formal settings, thus offering significant benefits in relation to learning outcomes and smooth integration to the online learning of N&S subjects through the use of art.Raised public awareness and awarness of the policy makers (Ministries for Education).The outcome of the project will be creation of the high quality digital content through innovative online resources – OTA MOOC PLATFORM with the effective learning material of teaching the specific chosen topics of N&S subjects through involvement of Art and Visual Art forms, representing the example of good practice aiming to become the representative in the field of educational technologies gathering and offering free material to all interested public, especially to teachers of N&S subjects of primary education. The skills and competencies fostered of primary school teachers, through their involvement in OTA educational tasks and activities, will have a lasting effect in their personal and professional background, implementing their capability to produce lasting changes and sustainability to the project. This will be granted by the school institutions which participate in the OTA project (directly and indirectly involved) due to the fact that the OTA methodology and toolkit will be used within these institutions during upcoming years along with possible adjustment and adaptation.

Due to the ongoing refugee crisis and migration waves reaching Europe from Asian and African countries, many thousands of migrant and refugee children have reached the EU countries and have, following different processes in each country, managed to enter the host countries’ school educational systems. This has put the educational systems in all receiving countries under considerable stress, especially in countries of the South of Europe like Italy and Greece that have received the greatest numbers of refugees and migrants to-date due to their position as EU border-countries, as well as in final destination countries for migrants and refugees fleeing to Europe, like Norway.The schools receiving migrant and refugee children are often not prepared to integrate these new pupils to the school community and provide a safe learning environment for key skills like language learning. The Global Education Monitoring Report 2019 (GEM Report 2019) published by UNESCO concludes that teachers who are the heart of the education systems in the host countries are inadequately prepared to manage multilingual classrooms and help children of a migrant or refugee background in need of psychosocial support. A survey by Fine-Davis, M. and Faas, D. 2014 confirmed this in six European countries - half of the teachers participating in the survey felt there was insufficient support to manage diversity in the classroom.The “Open Education for Young Europeans through History, Art and Cultural Learning” project (Open EYE) focuses on creating an open learning methodology based on History, Arts and Cultural Learning, as well as the necessary implementation tools, that will enable teachers of primary education in Europe (formal and non-formal) to support their students in language learning and integration in their school and community, in nowadays multilingual and multicultural classrooms. The target groups supported by the project include: a.teachers of primary education and social workers supporting the community integration of young immigrants and refugees b.the school students themselves and especially young immigrants or refugees of primary school ages. This project aims to use history, art and culture to overcome barriers to learning and to aid integration into new communities. History, art and culture can be used to introduce children with limited language skills to new ways of communicating, resulting in learning taking place and reducing the feeling of segregation in a new environment.The main objectives of the project are:• To equip educators of primary education (teachers, social workers) in formal and non-formal settings with skills and knowledge to work in a diverse multicultural classroom, in order to create a safe learning environment for all pupils.• To facilitate language learning in an immersive context, and enhance support for integration by promoting the sharing of cultural values and norms through history, art and cultural expressions. • To ease the transition experienced in cultural change and start the process of building confidence and personal growth after a traumatic life-changing event.• To influence policy makers in each partnership country to provide guidance and educational support for the effective integration of children with a migrant or refugee background into the educational system. • To offer stakeholders in the educational community of every participating country a place in the project and a platform for exchange of experiences and best practice, helping them to systematize their networking.

<< Objectives >>Com4AgriPlant is addressing EU goal on environment and fight against climate change through improving the competences of adult educators, explicitly in the field of sustainable farming and environmentally responsible behaviour related to food consumption. We plan to improve the sustainability competences of the project main target groups in the field of promoting plant-based farming and consumption as the opposite of conventional farming as being more environmentally friendly.<< Implementation >>First we will research existing promotional strategies and LLL opportunities on plant-based farming at all levels (local to EU). This will be followed by development of learning methodology and innovative toolkit for promotion of plant-based production & consumption, based on comics as innovative learning tools for adults. This will continue in development of training course for promotion of plant-based production. All developed materials will be uploaded on Com4AgriPlant e-learning platform.<< Results >>Com4AgriPlant planned results are: 1. comprehensive report on promotional strategies and LLL opportunities on plant-based farming, 2. learning methodology and innovative toolkit for promotion of plant-based production and consumption using comics as innovative learning tools, 3.training course including curriculum and training material for conducting trainings to final beneficiaries, 4. eLearning platform including interactive toolkit and guidebook with all developed materials.