The digiUP project is based on the Digital Agenda results for 2014, the priorities of the Adult Education Agenda and contributions from previous research studies such as Includ-ed; as nowadays it is necessary to address the digital competence learning in Europe specifically among disadvantage groups in order to avoid the social, educative and labour exclusion of most of them, and also among the workforce in a context of economic crisis situation. The digiUP project aims to improve the digital competence among disadvantage groups in Europe by implementing the SEA “interactive group” - heterogeneous grouping in the classroom - in ICT courses aimed to achieve the five areas of digital competence: information, communication, content-creation, safety and problem-solving. It is addressed to the disadvantage group identified in the Digital Agenda Report as the most vulnerable (aged 55-74, low educated, unemployed, retired and inactive people) focusing on migrant and Roma who are those suffering more educative and employment exclusion at this moment in Europe. The project will be based in a participative and intergenerational approach. The digiUP will also benefit adult educators and institutions providing them innovative and successful tools and contributing to improve and increase the high quality educative offer to adult people in ICT area; the project will also offer to policy makers with responsibilities in adult education, basic skills, Roma and migrant inclusion, active ageing and active citizenship a concrete proposal, and a methodology, to achieve improvements in all of these areas. The digiUP project brings innovations to the current situation because is based on the international scientific community recommendations; because digiUP project will be leaded by the main target group through the creation of National Coordination Committees – as decisions bodies - and its working groups will be an active part of the coordination project teams and also will be able to develop the methodology, the main project contribution. The main outputs of the project are: The digiUP Methodology - a methodology on how to implement interactive groups in digital competence learning courses- ; the digiUP Interactive Guide - addressed to adults educators and adult education providers about how to implement the methodology created -; and the digiUP Training Courses – addresses to adult educators and other stakeholders to facilitate the implementation and to know in depth the interactive guide-. Also activities to disseminate the main outputs at National and European level will be held by the Project Consortium as well as a Final Conference. The project will be assured through and internal evaluation and external evaluation through the creation of a Quality Evaluation Group. Through the project, almost 80 adult learners at risk around Europe will enhance the digital competences at the end of the project because of the digiUP Methodology, and 60 educators, adult providers and volunteers will be trained to impart ICT learning to learners from disadvantage group; in summary the present project will provide an innovative education solution for a mainstream problem and will also improve the quality of formative offer of adults at European level based on scientific bases and various assessments throughout the project duration.

EQUICARES supports access to innovative and sustainable mental health and care services by people in vulnerable situations through a blend of research, co-creation and policy solutions. The project uses innovative methodologies, such as an advanced application of Levesque framework for evaluation of mental health services; the deployment of Computational Social Sciences to increase access for hard-to-reach populations in vulnerable situations and collect accurate quantitative and qualitative data on inequalities in mental healthcare services; and the combination of complementary cost-analysis techniques. To unlock the design of innovative solutions, the project maps, through digital ethnography, existing innovative solutions, analyses for accessible mental health services and links them with different parts of the mental health system. Such informative insights are visualised and offered to policy makers through a dedicated Atlas. EQUICARES pilots innovative solutions in 8 areas from 7 countries, which represent diverse socioeconomic settings and cover all major categories of vulnerable groups, while informing various strategic frameworks of EU. Through “Smart Health Labs”, the project engages vulnerable groups at the community level to co-design, implement and assess innovative solutions based on the principles of social economy and user innovation. At the individual level, the project provides awareness raising and capacity-building and pilots a novel AI-based Assistant, making advancements in the landscape of AI-generated mental health ecosystem, and fostering mental health and digital literacy of users. EQUICARES tests the value of its innovative solutions and applies novel cost analysis techniques to provide solid evidence on the negative impact on not taking measures. Finally,the project replicates its outcomes in 4 additional cases and develops the Inclusive Mental Health and Care Policy Dashboard towards the sustainability and policy uptake of its results.

Today, financial education is especially low among young adults at risk, that is, young low-skilled adults (18-34 years) without compulsory education. A solid financial training is needed in order to form a critical and informed youth able to understand and make decisions concerning all financial aspects. To face this situation, the FinanceGO Project aimed to train educators to be qualified to offer a quality financial education to young adults at risk of social exclusion taking into account their own needs and expectations giving them the opportunity to learn about the importance that Financial Literacy has in their Daily life, and how knowing Financial Literacy can help them to make better decisions for their future. The development of the FinanceGO Guide (O2) and Training Course for educators and volunteers, allowed the partner institutions to consolidate a line of work started with the EDUFIN Project (2014 - 2016). Along the whole project, the consortium organized national Events (focus groups) to gather recommendations on Financial Literacy for Adult Education, which allowed us to create a network of organizations and public administrations interested in taking advantage of the European financial education curriculum and the FinanceGO Guide for educators on how to carry out Financial Literacy classes for young people at risk of social exclusion (Output 2). A training course was also implemented in Italy and Spain, ensuring the impact on target groups of the project, in this case educators, who will apply them.The expected results from the FinanceGO project was linked to the FinanceGO Guide for educators on how to carry out Financial Literacy classes for young people at risk of social exclusion, the main output of the project, with the objective of: Disseminating and exploiting the European curriculum on financial literacy’s contents for young adults at risk, training educators on how to implement financial literacy courses for young adults at risk and giving access successfully to financial literacy to youth at risk. During the closure phase of the project, a Multiplier event was organized in Austria for disseminating the output generated along the project, with the objective of making them arrive to all organizations and educators as possible which will guarantee their use and its sustainability once the project is over. The FinanceGO project was be organized into four phases: Preparation phase contains all the activities that were be carried out during the first two months of the project, including activities related to management, dissemination and quality. Implementation phase includes the activities related to the achievement of the main output of the project. Follow-up phase ensures that the project reaches to a European level. Closure phase contains mainly the organization of the Multiplier event of the project’s output. The project consortium met on four international meetings and a monthly online meeting. The methodology to develop the present project’s outputs was the Communicative Methodology which is based on the principles of equality, inclusion and relevance of all participants. Voices of educators and young adults at risk were incorporated on the development of the output when discussing about it during the National Coordination Committee meetings, young adult at risk were also included to guarantee that their needs are taken into account. Finally, for the development of the Training Course, the methodology used was Dialogical learning (Flecha, 1997) which claims that learning is produced through equality interactions. In order to guarantee a bigger number of young adults will receive a quality financial education, it is necessary not just training educators but also giving access to the outputs that have been created along this project. That is why all output contents will be available in EPALE in order to be used by other centers interested in how to carry out financial literacy courses to young people at risk of social exclusion.

<< Objectives >>The project aims to strengthen the capacity of education staff that work on the empowerment of Roma women. Throughout the implementation of the activities, we will develop outputs that will make the knowledge and content generated within the project widely applicable and ready for transfer to other settings. The key objective of the project is to ensure that the NGO sector and other stakeholders working with the RC develop skills and knowledge to provide better quality treatment to Roma women.<< Implementation >>We will organise a kick-off meeting in order to plan the implementation of the project, which will take place in Italy. Within the project implementation, we will hold two transnational meetings, one in Slovenia and one in Hungary, focusing on the transfer of good practices and the strengthening of the competences of the persons involved. Over a longer period of time, the consortium will carry out local activities with thr RC.. The project will be concluded with a final meeting and conference.<< Results >>The project will develop results that will be made available as a freely accessible learning resource for education staff and other stakeholders who work with the Roma community. As outputs we will produce R1; an online compendium of good practices on Roma inclusion in society/labour market, etc., with additional methodological and strategic orientations for the implementation of practices in other settings, R2 will be a collection of podcasts focusing on Roma cultural heritage.

Over recent years, the situation regarding the participation of Roma children in the education system in Greece, Romania and Bulgaria remains challenging. Despite the differences as to the structure of the system and how Roma are situated within the societies, Roma children continue to face difficulties regarding their access to it, as well as to their advancement to higher education levels as a result of cultural differences, discrimination, absenteeism, underdeveloped skills and competences, as well as the limited in-service training of the teaching staff regarding intercultural education. The Project aimed at exchanging experience and best practices in tools and methods increasing school attendance and tackling ESL and disadvantage of Roma pupils, through the adoption of new tools and methods, the upgrading of the existing ones, the pilot testing of methods from one country to the others, the identification of factors allowing their replicability across national borders and socio-economic differences and the ultimate increase of capacity of the relevant actors to decrease ESL and disadvantage. The project was implemented by a Partnership consisting of 6 organisations and in particular: a) Bolt International Consulting (GR), a private company with extensive experience in the management of large transnational projects and the implementation of social inclusion projects targeting Roma; b) two schools, Bacho Kiro school (BG) and the 2nd high school of Aghia Varvara (GR), with high percentage of Roma pupils and large experience in the implementation of activities which promote the inclusion of Roma children in education; c) Ialomita County School Inspectorate, which supervises 95 schools with high percentages of Roma pupils and implements various interventions for promoting Roma inclusion in the educational system; and d) two NGOs, the “European Association for a Better Life (AEVB)” (RO) and the “Amalipe Center for Interethnic Dialogue and Tolerance” (BG), with significant experience in the implementation of social inclusion projects targeting Roma, and particularly in the area of education. The project activities included the organization of virtual and physical transnational project meetings as well as one study visit in each country, which facilitated the exchange of experiences and good practices between the partners regarding the developments in each country in relation to the inclusion of Roma in education, as well as tools, methods and activities applied or implemented by the partners and achieved positive results. In addition, experiences were exchanged through the implementation of a small scale pilot which tested, at local level, selected good practices, based on specific criteria, implemented by the partners in all 3 countries. Prior to the pilot activity, an online seminar was organized for exchanging information regarding the methodology used for the implementation of these practices which promote Roma inclusion in education. Following the end of the pilot, an online workshop was organised with the aim to discuss the outcomes of the pilot activity and the methodology for documenting these outcomes in the “Transnational experiences and lessons learnt from the local implementation of activities for the promotion of Roma inclusive education” Report. The project disseminated its results through the production and distribution of the project e-brochure, 7 e-newsletters, as well as through the abovementioned Report. In addition to this a final dissemination event was organized in Athens, aiming at promoting the project’s results to local, regional and national authorities, agencies and organisations. All project material have been uploaded at the partners’ websites and social media pages and in the Erasmus+ project results platform. The project resulted in the enhancement of each partner’s experience and capacity in cooperating with other national and transnational organisations, as well as with partners engaged in other socioeconomic sectors. As a result, discussions for new partnerships, among partners and other organisations, for the submission of new project proposals are currently under way. Further to this, partners’ knowledge regarding the structure of the education system in the three countries, the policies implemented for promoting inclusive education, in particular with regard to Roma, as well as the methods and tools used for promoting Roma inclusion in education at local level were increased. Finally, the dissemination of the project’s results, including those of the pilot activity, with relevant stakeholders provided them with information as to the transferability of these tools/methods/practices, which can be taken into consideration for the design and implementation of new approaches for addressing the educational needs of Roma as well as for more efficient and targeted policies, delivering thus educational services of higher quality.