"European society, like the rest of the world, is now necessarily entering a period of transition. Indeed, the global environmental, social and economic landscape is changing rapidly. These changes are based on a real global climate emergency. With the rapid evolutions of digital solutions and digital technologies, the needs of professionals are increasingly shaped by intelligent design and other artificial intelligence.Our relationship to time, space and the other in general are turned upside down. The challenge we will face in the coming years and decades is not so much that of the increase or even the substitution of man by the machine but deciding on the place we will give to the developments of these technologies. This context brings society, and particularly young people, European citizens of the future, to raise many questions, including employability and work for all. This problem is preponderant everywhere in Europe. Our project ""Green Technologies: new job opportunities"" aims to create links and propose a path of information and mediation in response to these concerns. This project contributes to answering these major issues such as vocational guidance (and therefore jobs) and climate change and has been devised to respond to a need for adapted information for citizens.Four partners from South-West Europe, Ecocene (France), GAL Molise (Italy), Sargantana (Spain) and eFuturo (Portugal) have done together a partnership to address this European issue. Specialists in formal and non-formal training of young people and adults, environmental education, popular science, geosciences and green technologies, all following the progress of research, form an innovative consortium of complementary. Concretely, it is to equip the actors in the field of education, training, guidance and counseling to employment as much as young people to discover the possibilities offered by GreenTechnology to answer the stakes of the sustainable development in the territories.The project has the following objectives:- contribute to the achievement of the objectives related to energy transition and the Sustainable Development Goals in terms of education, training and orientation of citizens (especially young people) on the green and innovative jobs of tomorrow- to inform the public about the jobs and training related to Green Emerging Technology in Europe by highlighting the potentialities of the territories of the consortium partners (South-West Europe)- give access to the actors in the field of education training, guidance and professional advice to attractive tools of information and training in GreenTechnology- promote the perspectives related to the trades linking new technologies and environment based on robotics, artificial intelligence and other to tend towards new alternative, collaborative and sustainable forms of production and consumptionThe overall results of the project ""Green Technologies: new employment opportunities"" will meet the needs of European actors in the fields of education, training, vocational guidance and employment (and therefore in a second time, young people aged 15-30) to have available perennial, updated (and evolving) and pedagogically innovative tools to better adapt to the upheaval of the professional world."

City quiz social games and mobile apps have been in trend for several years, and the demand is still growing. In the digital era it is essentially important to reach the target audience using the methods and means that decrease the distance between the educator and the student, and the mobiles apps successfully occupy this niche. The main aim of the City Quiz&Walk project is to enhance integration and cultural education of migrants, immigrants, expats, and students using an innovative city quiz mobile application. The most important practical result of the project will be the creation of the mobile applications through the planned activities and cooperation, which would have an impact on successful integration of the immigrants and expats and educating them in the field of the receiving cultures. The staff of the partner organizations selected for City Quiz&Walk project have extensive knowledge in the field and expertise in a large number of E+ projects:- Finland (coordinator), LEARNMERA Oy- France, ITG CONSEIL SAS- Greece, INNOVATION FRONTIERS- Lithuania, TAVO EUROPA- Portugal, RECURSOS FUTUROSAccording to the research conducted at the preparatory part of this project application, the mobile app created for this project will be a unique digital solution both for the foreigners residing in partner countries as well as the professionals working with immigrants and refugees. Furthermore, we aim at delivering a simple digital solution that would answer the needs of both highly educated and low-qualified adults and young adult; we will provide a significant amount of tailored educative content delivered in a most user-friendly way.In this project, we would like to deliver 5 versions of the mobile application for city quizzes with the main focus on the partner’s cultures in their capital cities (Finland, France, Greece, Portugal, Lithuania). This thematic app will contain illustrated and text questions that will help the user get a better understanding of the culture, traditions and key figures in the partner cultures. In our mobile app we will be offering a possibility to explore the culture and history both by solving the online quizzes in the mobile app and (when the app user is present at the quiz location) by following the map of the area to be able to solve the quizzes and familiarize themselves with the places on which the questions are based. Each version of the mobile application will be available in 2 languages (English+partner language). Before the official launch, the mobile applications will be tested first by the partner organizations in-house and then with around 100 stakeholders to guarantee the highest quality of the outputs.In order to ensure that this project’s goals will be fulfilled perfectly, a project methodology was designed: 1) Pre-project research was conducted to find out about similar tools, their specifications, and limitations; 2) Extensive research about mobile apps and best practices on local markets will be made by all partners, and a report will be made with all considerations; 3) Types of exercises and educative content will be prepared for the mobile apps reality; 4) Based on these reports, 5 versions of the mobile application will be created, ensuring the best educational gamified approach for the stakeholders; 5) A mobile app will be tested in-house and externally, all versions will be released globally 6) A digital and analogical dissemination plan will be set in motion to raise awareness about the concerns that led us this project, our goals, and solutions.The project will be disseminated on regional, national, European and International levels. On regional level all partners will arrange a launch event and the apps will be made available in all the application stores globally. The desired impact would be having refugees, migrants and others use the applications to enhance and accelerate their cultural awareness and enhance their education and socialization processes. We aim at least 500 mobile application downloads in total over all of the mobile application versions one year after the project completion. To reach and exceed this number of downloads, the partners will be in touch with the stakeholder organizations on the local levels (such as expat centers, international and student unions, associations dealing with migrants etc), their social partners and through social media as a tool for disseminating the apps.The apps will be available for free download on both Ios and Android markets within 3 years after the project has ended. After the project completion, similar mobile apps can be created for other cities and countries using partly the same coding, procedures and documentation, thus we can state that the transferability of the developed outputs and project results can be considered very high if another project can be made as transfer of innovation in the future.

Our project joins the Europe2020 Strategy in its proposal to reduce dropout rates, is a pathway to offer a second chance to the effort and ability of students who dropped out of school, thereby allowing their return to the education system to complete their studies and improve conditions for finding a job. Our target gruop is young people in Europe who are at particular risk, disadvantaged, immigrants,.... so they can stay in the mainstream school system in order to obtain basic qualifications, with special emphasis on training, language teaching, new technologies and employment as an important resource for socializing and having the opportunity to access the labour market or access a vocational training class. Our main objective is: Giving a second chance to students who left the studies for several reasons, allowing the return to the educational system of these people to complete their studies and improve conditions for finding a job. 6. Institutions: 1 a center for continuing education that focuses on the recovery of people and their reintegration into the education system. 1 social joined to the baboral life leadering the FP (profesional qualification). 1 Organization of qualification, accreditation or certification. 1 European NGO specialist in production of materials and immigrants integration. 1 organization of the civil society specialist in facing to the premature scolar abandon and a center specialized in the professional qualification We develop activities mobility, formation professorship and student body that answer to the design of improving the levels of acquisition and integration in the curriculum of the basic competences, the development of new approaches to strengthen the educators' formation, the digital integration and languages in the learning, the promotion of an European space of qualifications, the impulse of innovative projects directed to reducing the differences in the results of learning that concern the student body of disadvantaged environments and finally we are going to stimulate the development, the use of approaches and innovative tools. Contents are: - General theoretical and methodological framework. - Consequences and impacts generated by the truancy. - Study and analysis of early school leaving. - Educational Policies to reduce early school leaving. - Good dropout prevention practices. – Possibility to get a degree from age 16 - Key Skills - Professional qualification - innovative educational experiences - Educational Tools- Learning languages -Strategies to promote better an intercultural dialog - Processes of diversity inclusion. The methodology is based on the learning between equal, and the collaborative work across practices of success already confirmed and educational innovative experiences. We have considered to be offered some proposals from the import of these successful educational practices of the different social institutions. The results devolped are: 1.-Manual management 2-. A study of premature abandon school system. 3.- Institutional programs that are applied in every participant country. 4.-Examples of good practices: a. - prevention of scolar absenteeism, b. - The access to other levels of educational system c. – To promote active citizenship 5.-Reduction and improvement the programme of school failure in our institutions. - formal and not formal learning. 6.-To obtain collaboration of Town halls, institutes, equipments of orientation and teacher training colleges in the participant regions. 7.-Examples of good practices related to educational innovative experiences in education 8.-Strategies of intervention to disadvantaged groups. The impact of the project resides in the work with young in risk of social exclusion whose goal is to make easy the social, labor, educational and formative normalization of the living conditions by having favored the traffic and / or the permanency to normalized resources: formative, labor, on the base of itineraries of insertion. Institutions to European level centre on such a specific question how it is: 1.-The elimination of the school failure in Europe this way to contribute to an intelligent, sustainable and of integration growth 2.-To facilitate the exchange of good practices between European countries. The long-term benefits are: 1.-Set measures established directed to fight against the educational abandon in young people with the purpose of offering a new opportunity to take again their studies in order to obtain a title that improves the capability of getting a job. 2.- The creation of a network of learning that will last after the project.

Financial literacy is becoming increasingly important skill, if not a core skill, to navigate the complex world of personal finance and access go financial services to improve financial wellbeing in a challenging financial environment. Financially-literate people budget, save, control spending better; handle mortgage, participate in financial markets, moving from basic financial skills to a more complex wealth management know how. Today, financial literacy is especially low among adults in Europe, despite efforts over recent years to improve the financial literacy of citizens with most European countries having developed national strategies for financial literacy. The OECD/INFE report Financial Trends in Europe, 2016), reported: • A quarter of adults had problems with calculating the simple interest on savings • The vast majority could not calculate the interest on savings after 5 years • There were issues with identifying risk and return • Over 30% could did not understand the concept of diversification If adults are to navigate the increasingly complex and digitalised world of finance they will require the competences for day to day financial transactions to obtain better value for their money, better protect themselves from financial fraud, and help secure their financial future. Educators also have a role to play in helping citizens develop financial competence. However, if educators are to help citizens do so, they must also have competence in finance. Yet, this area has received little attention in terms of policy, resources or concrete action. It is against this background that the Financial Education for Educators project was developed, to build capacity in organisations providing financial education by empowering the organisations and their staff to deliver high quality training in financial and economic literacy. The main objectives were to: 1.. Provide a comparative analysis of the preparation of financial educators in Europe, North America and Australia to inform the future training and preparation of financial educators 2. Formulate a financial and economic competence framework for educators 3. Improve the financial and economic competences of at least 14 adult educators to deliver financial education to adults 4. Provide opportunities for adult educators to improve and update their competence to deliver financial training though an e-course in financial and economic literacy. 5. Create a course that could confer “certified financial educator” status on successful completion. The project begins to address the issue of the preparation of financial educators by developing strategies, and tools and training programmes to help educators develop financial and economic competence so they can facilitate the development of adults’ financial competence. Very importantly too, as the world of finance becomes more digital, financial educators will also need to develop and update both their financial and digital competencies, so there will need to access continuing professional development opportunities. The main project activities were developing a number of intellectual outputs and and point staff training to pilot the course and materials developed by the partnership. The intellectual outputs were 1. Country Reports- Analyses of financial education in each partner country, compared with Australia and USA. 2. A Financial Competence Framework for Adult Educators. 3. A Course in Finance for Adult Financial educators 4. Teaching and Learning Resources 5. Online Course in Finance for Adult Educators The participants were adult educators from the partner organisations and local stakeholders in adult education and finance. They participated in the staff training, multiplier events and peer reviewed the outputs. The staff training took place virtually due o the the Covid-19 Pandemic with 30 participants instead of the originally planned face-to-face training fo 14 participants.Stakeholder in the project welcomed this is initiative as the only one they were aware of that made a concerted effort to improve the knowledge and skills o f educators in finance. They also recognised the importance of financial literacy in the modern and financially interconnected world. They welcomed the resources especially the financial competence framework and online course as tools they can use for personal was well s professional development. The need to improve the financial literacy is universal and will continue to have international relevance. Being carried out transnationally will provide different perspectives to the issues and opportunities to share experiences, learn from each other, generate solutions capable of replication internationally, and foster future partnership working and on issues of common European interest.

The project was developed against the background of growing interest financial education and evidence of low levels of financial literacy among the general adult population, and the widespread acknowledgment that consumers need to be skilled to make the right decisions and to protect themselves from making costly mistakes. Many national and international surveys have demonstrated consumers' generally low level of understanding of financial matters and of basic economics, at a time when financial system and products are becoming more complex and sophisticated, making them difficult to understand. Few adults have engaged in learning about finance because of a lack of capacity of adult training providers to offer such provision including the lack of competent teachers in the subject. There is growing interest in financial education and the European Commission is supporting the development of capacity to offer it. Its profile has been increasing and it now features very prominently in some state education systems. It is now part of the school curriculum in the UK.This project brings together providers of adult learning from different educational sectors to form a strategic partnership, to strengthen the capacity of institutions to deliver financial education, enhance the professional development of staff and develop innovative approaches to learning including the use of digital technology to improve the overall quality of the provision and stimulate demand for financial education.Within this broad aim the key objectives are to:1. Evaluate current approaches and practices in teaching financial education2. Determine the level of finance competence in finance among teachers 3. Improve the pedagogical and financial competence of teachers4. Equip teachers with new tools to deliver financial education5. Stimulate demand for learning and increase the take-up of financial training6. Improve the accessibility and quality of training in personal finance7. Mobilise social capital to help promote financial education8. Provide guidance to organisations wanting to develop capacity to deliver financial educationThese objectives will be achieved through a number of complementary and interrelated activities. These include research on strategies and plans to promote financial education, a needs analysis in order to identify institutional needs and the specific needs of financial education teachers, identifying the needed by teachers to deliver financial education effectively and developing a competency framework and training course for teachers, developing a financial capability framework and training modules for adult learners, developing learning materials in which functional and digital skills are embedded and a toolkit for organisations and teachers delivering financial education.The project targets two main groups, teachers of adults and learners. The teachers include those currently deliver, as well as who do not, but wish to develop the competences to do so. The adults are those in the community with few or no formal qualifications, especially the unemployed, migrants and minority groups, older adults, in or out of learning. The project will target directly15 teachers and 120 adults across the partnership. The main results of the project will be a toolkit for organisations and teachers delivering financial education containing a financial competency framework and course teachers, a financial capability framework and training modules for adults, learning materials and sample session plans, a website with the learning materials available as Open Education Resource, and a technical paper providing a comparative analysis of policies, strategies and initiates to promote financial education in the participating countries.It is envisaged that participating institutions will have sustainable capacity to deliver financial education, including competent teachers and learning resources that will improve the quality of the provision and stimulate the demand for learning. It is expected that other local and regional providers will be sufficiently impressed by outcomes of the project and decide to build similar capacity and offer financial training in their institution, and engage with European partnership working. The project’s legacy will be the mainstreaming of financial education in adult education provision matched by increased demand for learning about personal finance and a more financially literate population.