<< Objectives >>The YSEI Lab project is aimed at fostering active citizenship, sense of initiative and social entrepreneurship among young people through providing them with the opportunity, support, tools and knowledge to virtually collaborate with their peersfrom across Europe on eco-innovation ideas and projects. It also aims to develop a bespoke course to build the capacity and competences of youth workers, as well as to effectively use digital tools and technology to enhance the quality of youth work.<< Implementation >>We will develop, validate, launch and pilot an open access digital Lab for young people where they will collaborate with peers for the creation of social eco-innovation project ideas; develop and pilot a bespoke online course aimed at building thecapacity of youth workers; disseminate the project and its results to promote the relevance and applicability of our approach and to raise the awareness on effective methods to boosting environmental protection and fight against climate change.<< Results >>Apart from a digital Lab and training course for youth trainers, we will enhance young people's sense of initiative, active citizenship, entrepreneurship, and competences to generate social innovations in the field of environmental protection andclimate change, youth workers' competences to boost transnational collaboration between young people by meaningful use of digital tools and technology, and contribute to a more sustainable, healthier and better environment and planet.

<< Background >>Prosilient VET project is part of our long-term effort among organisations from Romania, Bulgaria, Austria, and Italy to support professional development of our trainers and experts in the field of VET. In our consortium, we have three VET centres (Romania, Austria and Italy) and one VET expertise partner (Bulgaria). With the outbreak of COVID-19 and the systemic transformations triggered by the pandemic in the economies across Europe, the VET sector and more specifically CVET become focus of policymakers and practitioner’s attention. The main target group of our efforts are our CVET trainers. The influence of COVID-19 on then can summarised as an increasing risk for professional burnout, which has varied consequences, such as absenteeism from work, abandonment of the profession, diseases, emotional exhaustion and anxiety. While COVID-19 is pressuring our society to change, creating new challenges and roles for VET teachers and trainers pressures their wellbeing, which is crucial as an outcome itself and to other vital outcomes, such as students’ learning and wellbeing.<< Objectives >>With current project we would like to contribute to enhance trainers’ prosilience in their professional daily practice. We would like to evidence the importance of trainers’ intended self-care work in order to be effective and provide high quality teaching in a sustained manner. We will achieve this aim through a set of SMART objectives:- By the end of December 2022 design and develop an online VET prosilience toolbox;- By the end of February 2023 train 20 CVET trainers on how to use the toolbox;- By the end of June 2023, CVET trainers conduct online, offline or blended piloting activities with min. 25 learners from each country using the new competences acquired (100 in total);- By the end of September 2023 publish the updated version of VET prosilience toolbox;- By the end of September 2023 conduct one blended international conference to share and promote results.<< Implementation >>Prosilient VET project will be delivered across 21 months in order to allow enough time for development work, which includes piloting on 2 levels: training of CVET trainers and piloting activities with learners. Our methodology is based on experience from implementing similar projects and allows for time-efficiency, high-quality and impact of the results that is realistic and achievable. The number of partners and countries involved, as well as their expertise will also contribute to achieving maximum results.The overall project completion is structured into 3 comprehensive activity areas (A1, A2, A3) to be carried out during the project lifetime, within which sub-activities are distributed as follows: Activity1 – Management with Leading partner: P1 (CREFOP). Activity2 – Development R1 (online VET prosilience toolbox). This activity is focused on development (including piloting) of online VET prosilience toolbox methodology in several interrelated sub-activities, as follows: Activity2.1-Design structure, format, layout and topic areas; Activity2.2-Development of Content and translation in partner languages; Activity2.3-Pilot Training of CVET trainers; Activity2.4-Pilot Activities with Learners; Activity2.5- Fine-tuning and digital publishing of final version.Activity3 – Promotion and sharing. Leading partner: P3 (ITACA).<< Results >>We envisage the following main outcomes (tangible and intangible): - An online VET prosilience toolbox for CVET trainers. The toolbox will be available as an interactive resource on the website and a downloadable pdf file;- 20 CVET trainers (5 per country) will be trained in using the toolbox and promote it across CVET communities in our countries; - 100 CVET learners engaged in Prosilient VET piloting activities (online, offline or blended);- disseminate project activities and results to 850 CVET trainers and other relevant stakeholders from all partner countries and beyond (1 multiplier event, 40 online publications, 10 thematic presentations at external events, ongoing information provision);- Improved professional prosilience of CVET trainers;- Improved quality of teaching of CVET trainers;- Increased motivation for learning and engagement of CVET learners;- Improved learning achievements of CVET learners;- Improved awareness of CVET communities in partner countries and beyond in the area of professional prosilience. We envisage also to have: - Prosilient VET website in English and all partner languages to serve as a platform for creating a community of practitioners utilizing the VET prosilience toolbox to be developed. It will be linked to a social media account.- Project management documentation: Activity Plan, Quality Assurance and Risk Management Guidelines, Sharing and Promotion plan, 3 progress reports, Internal evaluation reports (Interim and Final).

<< Objectives >>INFORMATION MATTERS is aimed at upskilling adult education staff, enhancing elderly people’s key competences and raising the awareness on the importance and benefits from boosting the digital and media literacy of vulnerable social groups, through the development and exploitation of a training programme and innovative interactive learning materials with focus on tackling the infodemic, misinformation, fake news and the implications created by the digitalisation.<< Implementation >>The envisaged activities will be realised within 4 WPs dedicated to Project Management, Development and Piloting of learning materials for elderly people, Development and Piloting of training programme for adult educators and professionals, and Promotion and Sharing of Results. Among some of the planned activities are: communication, monitoring, evaluation, design, co-creation, translation, exploitation in practice, training sessions, case studies' development, conducting events, dissemination.<< Results >>Among some of the core results of the project are:*multilingual learning resources in the form of tutorials and lessons (non-formal learning format) with focus on building digital and media literacy*multilingual online training course on how to build elderly people’s digital and media literacy within a changed context*promotion and sharing campaign for 3000 audience*300 elderly people with enhanced digital and media literacy*120 adult educators with enhanced competences

"In today's world, many European societies are characterized by an overall anonymousness, apathy and unreflected self-centeredness of their citizens, going along with a lack of values and sense of community, in particular the active awareness for certain human values, such as solidarity for others and attentiveness for the needs of people belonging to minorities or disadvantaged groups. Populist voices are becoming mainstream, suggesting negative connotations of ""political correctness"" and questioning a general consensus about respective democratic principles. Correspondingly, recent reports and studies, as well as daily media reports, show that verbal and physical violence, different forms of aggression - often against weak members of society - are increasing, more and more leading to escalating incidents and conflicts in everyday life, as well as on the internet (cyber violence, hate comments, mobbing etc.). For example, the UK Social Capital Report (Office of National Statistics) shows alarming indicators of fewer and fewer people stating they could rely on others (16%), while active participation, engagement with neighbours/communities is strikingly decreasing (32% of adults). The most alarming trend has been the drastic increase in hate crime, which, in 2017, increased by 29%. It is obvious that, in such respects, traditional pedagogy has not sufficiently reached learners and does not provide concrete answers and solutions, which is particularly true for supporting low-skilled young adults, who lack chances in occupation and self-determined/reflected life management in general, and often regard themselves as belonging to a marginalised group of society. The empowerment of young people, especially in terms of strengthening their readiness and ability to actively participate in communities of society, goes in line with the provisions of the Lisbon Treaty and represents an important task within the European Union. For adult education in Europe, these challenges have brought a need for more holistic and multidisciplinary approaches, especially in terms of basic skills provision, which is where our project ""Discover and Use Your Skills and Civil Courage - a new way of empowerment for young disadvantaged adults in Europe"" comes in: the project partnership, first and foremost, addresses teachers, trainers, coaches, social workers, counsellors working with young adult learners (16-25) and wants to provide concrete approaches and results for their professional use. The project is based on the need to extend the conceptual and practical understanding of ""basic skills"" by civil courage awareness, skills and competences young people will require for active democratic participation as responsible and well-rounded citizens in times of societal changes. Respective professionalisation of adult educators (active at schools, training centers, career service organisations etc) will build on new (non-school) learning concepts, environments and activities, in order to enable educators to better reach their learners. In order to strenghten active democratic participation amoung young adults in Europe and combat current negative trends, the ""Courage"" operative partnership - consisting of educational providers, social and pedagogic experts from the UK, Austria, Romania, Norway and Germany - in cooperation with their selected associated partners- will bring together their multidisciplinary expertise to: - develop output solutions (new pedagogic concepts, practical tools, adult education models) for practicioners working with the final beneficiaries/end users of this project through three innovative pedagogic outputs (Me and my Courage self study manual for trainers, Me and My Courage Case Box and Civic Courage Showcases) and - provide policy recommendations, strategic multiplication and sustainable implementation structures for relevant stakeholders on a European Level Participant involvement capacities of the partnership will be utilized to directly reach 100 staff members/trainers, 50 representatives of the final target group/learners and 300 other key stakeholders on national and European leνel during output development and validation, as well as through participation at national Multiplier Events."

The Voice UP - Supporting Disadvantaged Women’s Successful Job Return project combines the efforts of 5 partners, reflecting current challenges and trends in the field of adult education from different regions of Europe – Eastern (Romania and Bulgaria), Central (Austria), Northern (Norway) and Southern (Italy). The starting point of our joint effort is supporting adult trainers in effective teaching of their courses to disadvantaged women trying to return on the job. By equipping adult trainers with the adequate methodology and resources we aim at increasing the quality of training provided to female learners, so that they can successfully be employed and stay on the job in a long-term perspective.The end-users of our project efforts are disadvantaged women learners, who are Roma, refugees or migrants. They face different situations limiting their opportunities, such as low qualification, lack of upper secondary education, economic difficulties, cultural and ethnic differences, etc. By improving the competences of adult trainers we will directly contribute to one of the horizontal priorities of Erasmus+ for 2019, related to supporting individuals in acquiring and developing basic skills and key competences, in order to foster their employability and socio-educational and personal development. Our innovation proposed focuses on providing adult training based on the concept of empowerment and the understanding that one of the driving factors for sustainable employment is through fostering individual’s motivation for learning and development. -Tangible results (outputs)-1. IO1 – Methodological Guide for Training Delivery “Voice UP”, electronic document available in all partner languages and English.2. IO2 – Online Training Activities Tutorials Inventory “Voice UP, video materials available in all partner languages and English.3. IO3 – Empowerment Game “Voice UP”, available in all partner languages and English.4. 60 adult trainers integrate IO1, IO2 and IO3 in their daily work (piloting: 20 and exploitation:40).5. 190 disadvantaged women learners engaged in adult education courses based on IO1, IO2 and IO3 (piloting: 75 and exploitation:115).6. 1200 adult trainers other stakeholders reached through dissemination activities (5 multiplier events, 45 online publications, 15 thematic presentations at external events, ongoing information provision).-Intangible results (outcomes)-1. Improved professional competences of adult trainers in partner organisations and beyond to deliver empowerment training to disadvantaged women;2. Improved motivation for learning and development of disadvantaged women participating in trainings;3. Improved awareness of adult education communities in partner countries and beyond in the area of empowerment training provision.The main impact dimensions envisaged can be summarised as follows. The overall quality of training provision in our organisation to disadvantaged learners will improve. Our adult trainers’ self-esteem will raised, which will further enhance the quality of their teaching. The employment prospects for disadvantaged women will improve, as a result of their empowered motivation for learning and development, acquired during trainings based on Voice UP outputs. It is important to highlight a specific impact expected, which is related to their increased chances of staying on the job for a longer period, as a result of their improved motivation for development during the trainings. Their self-esteem will improve and their awareness of being active members of the society will raise.