The starting point and background of the Cre-Com project is the social distance required as a result of the pandemic that broke out in early 2020 and the series of restrictive measures required for this.In this situation, professionals and organizations that organize informal learning activities for adults have suddenly stopped their entire activities for an indefinite period of time. After a brief relief, the second wave of the epidemic made it clear that they could not expect to return to their original activities for a long time.While formal subsystems of education have rapidly adapted to the use of digital tools and methods and much of education has moved to virtual spaces, this shift has been much more difficult for the adult learning sector. Here, too, especially in the case of formal training (eg language courses), the transition took place quickly, but those so-called informal learning programs, the essence of which is the coexistence and the common experience of activities and experiences, have not been found to date.The reasons for this are manifold, but according to our survey, they are not to be found in the absence of digital competencies or tools, but in the difficulties of transposing the nature of activities into virtual space.All this is a problem not only because groups of people cannot expand their knowledge in this way, but also because these activities are typically not only for learning purposes but much more necessary for the general well-being of the given communities and the supportive functioning of social groups. Examples of such programs are cooking clubs, where in addition to learning to prepare healthy meals with modern techniques, these events are also forms of social togetherness for participants.In the current situation, however, with their disappearance, a vacuum has been created, which also greatly worsens the mental state of communities.Informal learning programs are implemented in different contexts in different countries. While in many countries these are largely the responsibility of local authorities or one of their institutions, there are regions in the EU where NGOs and, in a self-organizing way, the population set up these programs themselves. However, regardless of their implementation, in all cases we find some kind of organization behind the programs and most educators, adult education professionals are the direct implementers who methodologically support the programs.Our project is aimed at these organizations and educators, program organizers, in which we develop an online modular training course and an action plan methodology for organizational and program development purposes.The project involves Romanian, Dutch, Portuguese and Hungarian partners, who represent a high level of excellence in the areas represented by the project.The training and the action plan cover the current special circumstances, but in general, regardless of the circumstances, they also contribute to the development of professionals and organizations to be able to innovate with a creative and innovative approach.In all elements of the project, we focus on digital and virtual implementation.At international partner meetings, we review project management processes and organize a multiplication event at the end of the project in all 4 partner countries to disseminate the results. However, beyond these, all project activities, from development processes to testing, are implemented virtually.As a result of the project, we will create tools that achieve measurable impacts and ultimately improve the well-being of small communities as a result of innovative and creative seed practice practices in community programs.

"As a result of the researches conducted and the postgraduate thesis on “glass ceiling syndrome”, “BIG CEFA” Project is planned based upon the low rate of women administrators and the problems they encounter. Heading up from the fact that the situation observed decreases the possibility of women to become administrators, the project is prepared to be implemented in 5 countries where the rate of women administrators is extremely low.So as to be able to cope with such problems as gender discrimination and lack of communication with their fellows that they are faced with advancing in their careers, women administrators and women manager candidates who are exposed to glass ceiling syndrome need guidance, social support and motivational services. Within this context, this project is in line with the objective of ""improving the demand and take-up through effective outreach, guidance and motivation strategies"", which is of the priorities of European Commission in the field of adult education. Besides, it is aimed to minimize the problems faced by women administrators by improving the management skills and competencies and mentorship skills of them. With this objective, the project is in line with the priorities of European Commission with the objectives of ""Extending and developing educations competences"" and ""Achievement of relevant and high quality skills and competences"". Within this framework, it is thought that the findings and results obtained from this project can draw attention to the importance and seriousness of the matter and taking action to overcome glass ceiling barriers.Taking these priorities and objectives into consideration, main target of the project is women administrators and administrator candidates in educational organizations. Project’s Intellectual Outputs were created suitable for this target, which are:1-Situation Analysis Report (IO1): Report contains knowledge about Glass Ceiling Syndrome given in related literature. It aims to put forward the currents situation of Glass Ceiling Syndrome and Glass Ceiling Barriers that women administrators face in Turkey, Spain, Italy, Portugal and Germany. The report has 3 main parts. Problem Situation, Method, Findings and Discussions and Results and Suggestions. The report holds current situation of women administrators in terms of glass ceiling experiences comparatively in partner countries of the project.2- Women Administrators Training Program (IO2): The training program aims to give information about glass ceiling issue in administration. It was prepared according to results of IO1. It has three modules which are Administrative Training, Coping Skills Training and Glass Ceiling Training. They can be used both together and separately by the one who interested in. According to training evaluation results and participants' feedbacks, it is seen that training program is valid and applicable. 3- Women Administrators Mentorship Training Program (IO3): The program aims to develop women administrators' administrative skills and their mentorship skills. It was prepared according to the results of IO1 and evaluations of IO2. It has 5 modules which are Time Management Training, Decision Making and Problem Solving Training, Communication and Motivation, Gender and Awareness and Mentorship Training. The modules can be used together or separately by the ones who are interested in.Thus, we aim to minimize the glass ceiling barriers that women administrators experience, to let them develop skills in order to be able to cope with these problems and to develop their mentorship skills. According to training evaluation results and participants' feedbacks, it is seen that training program is valid and applicable.The situation analysis report (IO1), women administrators training program (IO2) and women administrators mentorship training program (IO3) will be available for use with a free access in many countries around Europe.Therefore we aim to reduce gender discrimination at the management level, break the prejudices and stereotypes directed to women administrators and administrator candidates, inform them in advance about glass ceiling barriers they may encounter and thus to develop their ability to cope with these barriers, improve the work conditions of them, give mentorship training to women administrators for make them guide other women administrator candidates.By taking all these priorities, intellectual outputs, short and long term aims into consider this project aims women administrators to develop better social skills and right decision-making skills and to gain motivation to overcome glass ceiling barriers in their career planning. In the long run, this project will inspire and contribute future projects related to gender inequality, social stereotypes against women in work life and developing administrative skills of women. And it will serve as a practical project with its products to overcome gender inequalities in work life."

Tourism is one of the largest and fastest growing sectors of the global economy. According to the World Travel & Tourism Council it was worth 8 trillion Euros in 2018, outperforming the global economy for the eighth consecutive year. On the one hand tourism creates a surplus for the European Union economy, it comprises over 2 million businesses employing over 13 million people, but on the other hand it has to deal with new challenges linked with overtourism and with the climate emergency. Indeed the exponential growth of the tourism sector has generated issues like overtourism and gentrification. At the same time there is a general growing concern that tourism needs to be more environmentally sustainable through the reduction of energy consumption and fossil fuels. Demands for more sustainable tourism have also led to the development of alternative forms of tourism. ECO.TOUR fits into this context since it comes from one of the identified needs of the European Development Plan (EDP) initiated with the KA1 VET project ETHOS in 2017 and continued with ETHOS II in 2019. The plan outlined a real internationalisation strategy carried out with the collaboration of VET schools to increase the quality of VET courses related to Tourism, which nowadays has to go hand in hand with environmental sustainability.Starting from this context, the main objective is to foster the use of innovative teaching methodologies on sustainable tourism in VET schools. The specific objectives will be: updating teachers’ competences in teaching technical subjects in training courses pertaining the tourism sector; integrating in VET curricula training activities aimed at strengthening the education on environmental sustainability; enhancing the internationalisation strategies for the development of competences on sustainable tourism in teachers and learners.In order to reach these objectives, three thematic seminars (joint staff trainings) will be organized in the framework of ECO.TOUR. In particular, the activities will focus on: innovative teaching approaches applied in training courses related to the tourism sector; methodologies to teach environmental sustainability at school; internationalisation of education. ECO.TOUR will address several target groups. The target groups which will be involved directly are: VET teachers, Headmasters, mobility experts’ staff, VET students, while business actors, civil servants and policy makers and families will be involved indirectly.The main impact of the project will be fostering the debate on how to improve the quality of training and skills of educators, and it will also launch concrete actions that will provide tangible solutions for introducing topics like environmental sustainability at school. It will have a substantial impact at local level since it will increase awareness on new teaching methodologies to introduce sustainable tourism in training courses related to this sector, collecting good practices and encouraging the investment in on-the-job training of teachers.

"New generation who consider smart technologies to be their everyday routine pose a challenge to create innovative approaches to education: to use ICT in the education process and encourage an environment to collaborate.To meet these challenges from 1 September 2014 to 31 August 2016 was implemented project ""language learning for ""screen"" generation"". Project coordinator: Izglitibas Inovaciju Parneses Centrs (Latvia), partners: Kedainiu kalbu mokykla (Lithuania), Linguistic Aid Kit Ltd. (United Kingdom) and APLICAPROPOSTA LDA (Portugal). The aims achieved during the two-years cooperation: 1) ensured opportunities for the development of education to provide best opportunities to extract individual capacity; 2) strengthened the motivation for teachers and trainers to continuously improve qualifications, increasing knowledge of modern technology, etc.; 3) stimulated continuous positive experience taking over and sharing between teachers as well as other forms of exchange of educational ideas.The project was successful and all the expected outcomes were achieved. Moreover, the project team managed to achieve more results. The most important educational products developed within the project: 1) A website in all project partners’ national languages and in English; 2) Toolkit of attractive language teaching which will consist of good practice examples, video lessons, tests, description of the methodologies for language teaching, etc.; 3) Web-based language teachers network - space and opportunity to communicate, share experience etc. 4) RECOMMENDATIONS “What should be done to promote language learning for “screen” generation”; etc.The partners are planning to use these results in their organizations, also to spread it to other organizations, schools, adapt the results to various needs and target groups.The most important benefits of the project:1)At organization level: shared language teaching experience; created new knowledge in language teaching didactic; promoted language teachers professional and personal growth, raised partner organization's status and credibility at the local and international arena, etc. 2)At individual level – raised teachers' qualification, obtained new knowledge and skills e.g. interpersonal/ social skills, increased motivation and encouragement for obtaining new experience, especially at the international level, etc. At International level - promoted educational institutions International cooperation, expanded international partner net as well as knowledge and experience exchange.Jaunā paaudze, kam viedās tehnoloģijas ir ikdienas rutīna, rada izaicinājumu meklēt inovatīvas pieejas izglītībai: izmantot IKT izglītības procesā un veicināt sadarbības vidi.Lai risinātu šīs problēmas, laikā no 2014. gada 1. septembra līdz 2016. gada 31. augustam tika īstenots projekts ""Valodu apguve “screen” paaudzei"". Projekta koordinators: Izglītības inovāciju parneses centrs (Latvija), partneri: Kedainiu kalbu mokykla (Lietuva), Linguistic Aid Kit Ltd. (Apvienotā Karaliste) un APLICAPROPOSTA LDA (Portugāle). Divu gadu sadarbības laikā tika sasniegti šādi mērķi:1) nodrošinātas iespējas izglītības attīstībai, lai sniegtu vislabākās iespējas attīstīt individuālās spējas;2) stiprināta skolotāju un pasniedzēju motivācija nepārtrauktai kvalifikācijas un zināšanu par modernajām tehnoloģijām uzlabošani;3) sekmēta nepārtraukta pozitīvās pieredzes pārņemšana un apmaiņa starp skolotājiem, kā arī cita veida izglītības ideju apmaiņa.Projekts bija veiksmīgs un tika sasniegti visi plānotie rezultāti. Turklāt, projekta komandai izdevās sasniegt vairāk rezultātu, nekā bija plānots. Svarīgākie projekta ietvaros izstrādātie zglītības produkti :1) tīmekļa vietne visās projekta partneru valstu valodās un angļu valodā;2) Materiālu krātuve pievilcīgai valodu mācīšanai, kas sastāv no labas prakses piemēriem, video nodarbībēm, testiem, valodu mācīšanas metodoloģiju aprakstiem, u.t.t.;3) Tīmeklī balstīts valodas skolotāju tīklu - telpu un iespēja sazināties, dalīties pieredzē u.c.;4) IETEIKUMI ""Kas būtu jādara, lai veicinātu valodu mācīšanos ""screen"" paaudzei""; u.c.Partneri plāno šos rezultātus izmantot savās organizācijās, kā arī izplatīt tos citām organizācijām, skolām, pielāgojot rezultātus dažādām vajadzībām un mērķa grupām.Svarīgākie ieguvumi:1) Organizāciju līmenī - dalīšanās valodu mācīšanas pieredzē; jaunas zināšanas valodu mācīšanas didaktiskā; veicināta valodu skolotāju profesionālā un personiskā izaugsme, paaugstināts partnerorganizāciju statuss un uzticamība vietējā un starptautiskajā arēnā, u.t.t. 2) Individuālā līmenī - paaugstināta skolotāju kvalifikācija; iegūtas jaunas zināšanas un prasmes, piemēram, starppersonu / sociālās prasmes; palielināta motivācija un pamudinājuma iegūt jaunu pieredzi, īpaši satrptautiskā līmenī u.c. 3) Starptautiskā līmenī - veicināta izglītības iestāžu starptautiskā sadarbība, paplašināts starptautiskais partneru tīklu, zināšanu un pieredzes apmaiņa."

"Karaman Provincial Directorate for National Education (Karaman MEM) conducted the project “Enhancing Employment Opportunities for Vet Learners with Red Book” with 9 project partners successfully. Our role was to coordinate the activities, introduce the project, manage time & budget and complete the roles and tasks in the project. We decided to apply a project in the field of vocational and technical education under Erasmus+. The project idea was come from the crucial urgent needs of vocational education & training of Karaman povince after long debates with the department of vocational and technical education in Karaman MEM and teachers from vet high schools. We firstly created a project team to prepare the project; to find the appropriate partners, to identify the tasks and roles, to make the literature reviews of vet systems in Turkey and partner countries. We could summarize the needs of vet system in Karaman as:The business market needs more qualified welders, mechanics, technicians and electricians. The apprenticeships of vet learners have not enough to get the qualifications of their specific fields. Moreover, there is a huge gap between vet systems and business sector. This gap makes a loss of connection so the vet learners could not get the qualifications that the business sector and employers need to have. Within the scope of the project, we succesfully added more values in teaching and training of vet learners in Karaman. After completion of the project, we reached these given the practical objectives: - We identified the needs of business market in Karaman and partners’ countries,-We informed vet teachers about new facilities to improve themselves,-We attracted the attention of vet suppliers and teachers on job based professional development and the understanding of teaching,-We supported vet teachers and trainers' professional development,-We exchanged good practices of vet systems between project partners,-We identified vet learners' needs and analyzed their skills and characters,-We created solutions for the problems of vet teaching & training systems of partner countries,-We monitored and evaluated learning and development of vet systems of partner countries,-We integrated the families in the education system,-We advised new innovative in-service trainings of vet teachers and trainers.The project's Concrete Objectivities that we reached successfully are:-We created a bridge between education systems and business market,-We cleared out the needs of vet learners, business market and education system with questionnaires and surveys,-We prepared the intellectual output and published it; it includes good practices on training methods, questionnaires and project activities,-We created database about Vet Learners' Competencies between EU partners-We organized meetings, round table discussions, analyses, seminars and questionnaires,-We investigated vet learners' demographic, economic and psycho-social status,-We opened a web site and put the project results including the details of the studies carried out by the participant organizations during the project period and also informed the press, -We created ""facebook Group"" to review and develop best practice materials education for teachers,-We built good cooperation between the trainers, educators and the parents, Number and profiles of the participantsWe were 10 organizations from 5 different EU countries in the project implementation period. We conducted 5 transnational meetings in each partner countries. The participants in transnational meetings (total number 71) were the experts from department chiefs responsible for vocational education, teachers & trainers working in vocational education, researches, and specialists from project partners’ teams. The Project Partners:There were 10 organizations including the project coordinator in the project. These were:*Italy:-Consorzio Innopolis,-Camera di Commercio Industria, Artigianato e Agricoltura di Frosinone*Portugal:-APLICAPROPOSTA LDA BragaMob-Associação Comercial de Braga-ZENDENSINO - Cooperativa de Ensino IPRL*Spain:-AGIFODENT - Asociacion Granadina para la informacion, formacion y desarrollo de las nuevas tecnologias-Asociacion Rural De Desarrollo Y Cooperacion Europea Culturae*Lithuania:-UAB ""Alfa idejos ir technologijos""-Kauno mokslo ir technologiju parkasMain Project Activities and Their Outputs:*Developments on Methodology with articles and surveys,*Project book ""Red Book"" ""Guidance Book for Enhancing Job Opportunities for Vet Learners"",*Project Film,*Project Logo and banners,*Photo Album,*Project web page (redbook-vet.eu) and it is online for 3 years,*Leaflet and brochures,*Seminars, conferences and workshops for teachers, trainers and vet suppliers,*Press meetings,*We conducted 5 transnational project meetings,*Project ""facebook"" group *Social media tools for the project*Meetings with firms, factories and employees."