The EU has developed a clear mandate to encourage social inclusion as set out in the EU Youth strategy, the Erasmus+ Inclusion and Diversity Strategy and the Europe 2020 Strategy including the EU2020 European Platform against Poverty and Social Exclusion.Equality of opportunity, inclusion and diversity are also seen as key principles that many youth workers adhere to. As a result of such strategic, policy and professional direction for equality, inclusion and diversity to be a clear focus of practice, there is a need for educators, trainers and practitioners to continue exploring effective ways to develop and enhance their knowledge, skills and experience in order to meet the challenges that such a drive for these agendas reveals.Given this context, this project aimed to provide a means for youth work educators, trainers and practitioners to develop resources that will support further the development of youth work practice that is inclusive, diverse and which promotes equality of opportunity.The primary objectives were to produce a network of partners and thus a community of practice in order to develop knowledge and skills related to developing quality youth work practice. Such a community has then developed a toolbox of resources that includes:- A principles and approaches report- Good practice examples across the partners- Specific resources for youth work practitioners to use- A University education module to be used with youth practitioners- Training outlines that can be used by training providers - Learning that organisations and individuals have developed through the process such as intercultural competence, EU citizenship, professional linkages, mobility of youth workers and the development of specific skills.The primary target for the RIDE outputs are youth work practitioners, organisations involved in running youth projects, youth work training organisations and university staff and students involved in youth work courses. The project involved 5 partners. It was led by the University of Gloucestershire alongside: CESIE (a NGO from Italy), The Croatian Youth Network (a NGO) as well as Trnava University from Slovakia and Akdeniz University, Turkey.All objectives have been completed and are freely available on various websites especially the project website www.rideproject.euThe resources have been greatly welcomed amongst the networks of the project partners, where, for some, there is a real need for quality youth resources in the local language. The resources are now being used extensively by youth workers, youth organisations and educational/training partners.The project and resources have already been highlighted as examples of good practice by the ministry for education in Slovenia and the ministry for youth and sport in Turkey.

There is a significant lack of women in STEM. Globally, women are under-represented in STEM fields due to deep-rooted gender differences and career expectations, rather than a reflection of ability (OECD, 2017). In the UK, women make up just 14.4% of the STEM workforce (Wise Campaign, 2015). Women Europe-wide are less motivated to study STEM subjects from a young age, due to perceived inequality in the fields (Microsoft, n.d.). Interlinking socio-cultural and economic factors impinge on the quality of girls’ education which impacts their decisions regarding future study and careers in STEM (UNESCO, 2017). This results in low levels of female interest and participation in STEM, and high drop-out rates for those that do choose to pursue STEM education (UNESCO, 2015).The large numbers of women who ‘leak’ out of the STEM pipeline as their career progresses has been labelled the ‘Leaky Pipeline’. This leaky pipeline has been the result of the challenges that women face in the Recruitment, Retention and Progression of their careers (RRP framework- WISE Campaign and EQUALITEC project 2001). This has significant economic and social implications for women having to start a new career (Women’s Engineering Society, 2014) and negatively impacts the EU economy, affecting levels of unemployment and GDP (gross domestic product) (European Institute for Gender Equality, n.d.).There is a strong case for diversity in STEM, as it enables organisations to maximise individual opportunity (CaSE, 2014) and benefit from diverse workforces that increase levels of productivity and creativity (WISE, 2014). Furthermore, employing organisations wishing to attract top talent must diversify and adapt to candidates’ needs, as competition for top candidates increases (Forbes, 2011). This project will address gender disparities in STEM, with a focus on those facing a double disadvantage. The lack of diversity in STEM affects all minority groups. Disabled STEM students are 57% less likely to pursue further study than non-disabled students (CaSE, 2014). There are strong links between low socio-economic status and low participation in STEM (Royal Society, 2008). Just 0.5% of board members in engineering in the UK are black (Women in STEM, 2019).Women in STEM need support at all stages of their career (Amazon HR strategy 2019) but mainly they need support in building their confidence and soft skills to navigate in a male dominated environment. (https://www.personneltoday.com/hr/amazon-unveils-strategy-to-increase-women-in-stem-roles/) The FemSTEM Coaching project aims to bridge the soft skills gender gap in STEM, by providing women with tools and techniques to develop their confidence and soft skills through a combination of online training and peer-support Coaching Circles™, that are framed around the RRP framework.The project objectives are to:-Use the RRP framework to create a comprehensive approach to deliver interventions to address the challenges faced by women during the RRP stages-Develop an E-Coaching programme for women in STEM-Develop a face-to-face peer coaching programme for women in STEM-Increase women’s self-confidence, self-efficacy and develop their soft skills and employability skillsTo achieve this, there will be three intellectual outputs carried out as part of the project:-IO1 – RRP Framework testingCrucial to this programme will be the incorporation of the RRP framework, to ensure that it addresses the needs of women at all stages of their careers in STEM and adapts the coaching models which will be provided.-IO2 – FemSTEM E-Coaching ProgrammeFemSTEM Coaching aims to tackle the issues facing women in STEM through the creation of a comprehensive E-Coaching Programme, consisting of five modules that will address the most important soft skills for women in STEM -IO3 – Coaching Circles™The Coaching Circles™ will allow for a more in-depth exploration of the soft-skills development via peer-support to improve self-efficacy. The target group is all women in STEM, however the project will particularly focus on providing support for those facing a double disadvantage, including BAME individuals, those from lower socio-economic backgrounds, older workers, people with disabilities, etc.The platform will enable women to fit what they have learnt into the context of STEM industries, by providing them with positive role models and encouraging them to take the next steps towards their future career in STEM.This project will serve as a tool for women in STEM to use for career development long after the end of the project. The project’s website and platform will exist as a long-standing resource for soft-skill development at all stages throughout women’s careers. The Career Circles™ facilitator’s guide will enable coaches and trainers to facilitate the Circles™ in the future, as this will provide a comprehensive explanation of the methodology and how to deliver them.

Staying in good health, adopting healthy life styles and being informed about the health system of the host country as well as having confidence to make use of it are pre-requisites of successful integration of refugees and migrants into their European host societies. But clearly, there is a lack of consideration in the existing integration programmes of the specific challenges migrants face with regard to health issues. Well-being, poverty, employment and legal status are factors that have crucial impact on the health of refugees and migrants as well as on the exertion of their right to access quality healthcare. Although migrant women share many integration challenges with migrant men, their exclusion risks are even more pronounced, because of simultaneous gender, racial and class discrimination.In the initial research phase this was further investigated. The VIM research delivered important details to understand the range of difficulties migrants face when they seek to access health services. The Research Report contains, among others, the results of 60 expert interviews about health, learning needs of migrant adults, most relevant health education topics and suitable methodological approaches likely to succeed with hard-to-reach target groups. In this context adult education has an important role to play. While it is very difficult to get those migrants who would need it most involved in health information classes, adult education should try to work with these target groups where they can be found, i.e. in integration, education and training programmes on other subjects.VIM addresses adult educators and training providers working with migrants and refugees in various contexts. The project substantially seeks to extend the professional competence of these educators to address health issues in their teaching, without being health education experts themselves with the ultimate aim to promote and improve the health literacy among migrants.For this purpose, the VIM consortium has developed a collection of small learning activities on relevant health issues. These can be used by trainers and educators in various courses to address specific health issues in six relevant topic areas. For each of these areas information and concrete training instructions are provided. These enable educators to apply the activities with little preparation and to respond to spontaneous needs in the group, as well as to consciously address specific topics.The training activities are supplemented by educational guidelines that serve as a source of inspiration for trainers to include health-related topics in their courses, without losing sight of different cultural conceptions of body and health and sensitive factors in migrant health education such as religion and gender. The training materials together with background information, educational resources, contacts and links to stakeholders and national health initiatives for migrants are presented on the VIM online Hub. Another feature of the Hub is a forum for trainers to exchange experiences. The VIM approach and training materials were piloted in national pilots to verify whether they are practice-fit and feasible. The 6-month piloting phase involved 55 educators and almost 500 migrants and refugees. Their experience and feedback are presented in the Experience Report. The report provides an overview of the learning outcomes gained through the national pilots, and describes the main points of feedback. It also highlights the achievements, successes, challenges met, solutions found, and recommendations for future users. Although the actual impact cannot be measured within the timeframe of a two-year Erasmus plus project, the feedback from the pilot trials has given the consortium confirmation that they have developed a valuable source of health literacy activities for migrants. VIM activities can be used by various organisations and individuals to facilitate the integration of migrants/refugees in Europe and improve their lifestyles.As an incentive the VIM consortium has developed the VIM Quality Badge – a tangible label designed for trainers and training providers who have integrated elements of health prevention and health education into training courses with migrants according to the VIM approach and want to show their commitment to others. The badge aims to add to the sustainability of the project at European level and shall attract adult educators and training providers to adopt the VIM approach in their contexts. During the project lifetime it was awarded to all organisations that participated in the pilots.The project was implemented by a partnership consisting of education, health, migration and gender experts from five major migration entry and host countries (DE, AT, DK, IT, GR). The partners have made a joint effort to spread the information about the VIM offer, trying to reach as many potential users and beneficiaries as possible through their networks.

The ASAP Project was addressed to design and experiment appropriate Curricula for supporting the passage from physical to digital production in the publishing sector. The first step was addressed to map the new needed skills and competences as a basis for the creation of the curricula, showing the specific challenges on:• definition of the anticipated short and medium term changes and the new trends and best practices in education and training for the Publishing Sector• implementation of a link between the skills needs/competences gaps and the learning outcomes.Taking into account the impact of the changes in the competences and skills, the following phase of the ASAP project proposed an evolutionary map of the skill needs and designed and delivered flexible training programmes (one for each area of the publishing supply chain) that, according to EQF/ECVET standards, have provided employees, but also unemployed, self-employed, low skilled employees and young VET students the opportunity to update their professional skills and knowledge covering the gap related to the lack of specific skills determined by the “digital revolution”.In particular, the programme is composed of 5 specific professional profiles of the publishing sector (Specialist in production, Specialist in Design, Editor, Specialist in Marketing and Sales, Specialist in Publicity and Communication), one for each step of the publishing supply chain (Production - Design - Editorial - Marketing and publicity - Distribution and sales). A transversal module was developed with the goal of introducing the main innovation of the publishing sector. The profiles are indeed declined in Learning Units and ECVET points are attributed. For each occupational profile the “more innovative” unit is developed into the ASAP MOOC (Massive Open Online Platform); this way the ASAP project gives also the opportunity to attain the course entirely on line.The ASAP consortium believed that workers of the publishing sector who wish to successfully transform themselves into digital skills experts must learn to leverage their existing brand and professional approach considering the new digital channels, and to reduce their traditionally heavy dependence on the traditional skills and competences. So, the idea behind the work done is to support a step-by-step transformation and to lead the learners through a path of improvement where at the beginning they would seek for a fulfilment of their specific needs and at the end they would be ready to face the labor market with updated and new acquired skills. The project promoted a wide cooperation among the different stakeholders using a participatory portal and the MOOC for making the contents at the disposal of a massive target group (it can become the first MOOC of the Publishing Sector), also after the formal end of the project.In the MOOC, each unit is composed by: •Video Lessons (mother tongue video, one for each profile) = minimum 01:00 hour • Reading Materials = at least 30 (10 for each learning outcomes)• Other Videos / Reference materials = at least 30 (at least 10 for each Learning Outcome)• Tasks = at least 12 (4 for each learning outcome)• Assessment exams = Assessment exams = at least 45 quizzes for the assessment of each Unit (for a profile 180 quizzes)All these materials are produced in original, in all partners languages and for all the 5 professional profiles.A wide piloting has been conducted with 1082 learnersFinally a Memorandum of Understanding was signed among the VET partners through which they agree to: - formalise the ECVET partnership by stating the mutual acceptance of the procedures for assessing competences coherently within the ASAP model - define the procedures under which credits, in partner systems, can be achieved and recognized - design specific arrangements for credit transfer for learners for each specific mobility period- continue the LO Units Testing.

"BYMBE Project is building up on a national Austrian Project called ""Job Navi"" http://www.zig-training.at/kurs/job-navi-junge-muetter/ , which was developped within a set of measures targeting NEETs in Vienna and accomaning studies how to face ESL and lifelong consequences of it. ""Job Navi"" was designed by Doris Landauer due to the specific problems faced by young girls getting pregnant and who do not finish their professional education. This concern is a problem throughout Europe, not yet adressed by comparable measures. BYMBE partnership a consortium of expert partners with supplementary competences in counseling, motivaitonal training, women and youth work and dissemination activities from 6 european countries: Austria, Italy, Bulgaria, Lithuania, Irland and Spain - now aims to develop a transfer of parts of this best practice to a) other countries and b) to include outreach services outside big national centers. Thus the project will focus on the adaption to national contexts regarding education and accreditation systems and to local service provision in the partner countries. All partners will implement the project in smaller centers. Palermo and Dublin are of about over 500.000 inhabitants, Kaunas, Gijon and Innsbruck are at about 400.000, 275.000 and 122.000 and the Bulgarian partner, is going to implement the activities with target groups in Haskovo region (250.000 inhabitants). Identified TARGET GROUPS of the project: • Direct Targets: Young mothers aged 15-25 who have not finished their professional education (IO2,4,5,6) and Social Workers (IO1 and 3) • Indirect Targets: Social workers, teachers, trainers, other stakeholders in the field and general public for dissemination; Based on the above information the overall objective of the project is to improve social inclusion of young mothers, which are not in employment, education or training (NEETs) by bringing them back to school (education or training). The specific project objectives reflect the holistic and innovative nature of the approach chosen by the partners. BYMBE OBJECTIVES: • Adapt & promote good practices of support for young mothers for going back to school or in employment in Europe • Develop innovative outreach strategy & motivational campaign for awareness raising on the issue • Support social workers and trainers by provision of additional tools, knowledge and skills for their work with YM • Develop holistic support instruments for YM, including counseling, training, peer-groups s.o. • Disseminate project results and raise awareness about the problem and how to address it The overall longterm IMPACT of the BYMBE project will be to raise the general awareness of the risk to be exposed to poverty of young mothers dropping out education and to motivate young mothers to re-enter education. Most important on shortterm during the lifetime of the BYMBE project is the development of a successful support package for young mothers which will be implemented in a pilot with min. 12 young mothers from 6 countries (all together 72) are expected to re-enter education. They will be the pioneers for promotion of the project tools after the project end. In the last period of the project the results will be mainstreamed to key players in the field by direct interviews and multiplier events in every country with totally 200 participants in order to mainstream the project on national and european level."