YOUNGMOB is addressed to deliver practical tools for parents and school teachers to promote a correct use of smartphones and avoid or reduce addictive behaviours; and a set of recommendations also for policy makers to prevent mobile addiction. For doing that, YOUNGMOB will develop two IOs: (i) an innovative toolkit with an app that allows parents and teachers to tutor that accompany the youngsters in the process of learning a correct use of smartphones with useful and practical materials to schools and parents to design tailor-made strategies to promote a correct use of smartphones in youngsters; and (ii) a White Paper to promote the correct use of mobile phones among youngsters and prevent the mobile addiction for parents, teachers, educational professionals and policy makers. The project will involve experts in the field to validate the project outputs (12 in total) and the active participations of schools, children and parents in Spain, Italy, Slovenia and Portugal. Participants will test the app, co-design the materials, define their needs through focus groups and interviews, etc. At the end of the project, 4 multiplier events will be developed to disseminate the project outputs and guarantee their sustainability.

Persons with disabilities are one of the most vulnerable groups in society and are exposed to multiple risks, such as poverty, unemployment, and social exclusion, which are all in great part caused by their low participation rates at all levels of education. For that reason, non-formal adult education is an important resource in increasing the capacities and quality of life of persons with disabilities, to an even greater extent than in the case of non-disabled persons. Nevertheless, only 10% of people with disabilities participate in lifelong learning activities, including non-formal adult education, which is half the participation rate of the general population at the EU level (Eurostat, 2018). Persons with disabilities face multiple barriers in education. In the context of non-formal adult education and promoting an inclusive environment at the structural level, the most relevant are organizational and spatial ones.Accordingly, the specific objective of the project is to develop a structured model for integrating persons with disabilities into non-formal adult education, which will serve as a basis for the implementation of future inclusive practices of non-vocational education providers and enable them to efficiently deal with challenges related to equity, diversity, and inclusion in the learning environment at local, national and transnational levels.The structured model of integration consists of three resources, that is, intellectual outputs: 1) a curriculum for training on methods and approaches to teaching persons with disabilities in non-formal adult education, 2) a curriculum for training on the application of assistive technologies (hardware or software that improve the functioning of the disabled person) in non-formal adult education and 3) a comprehensive Handbook on the integration of persons with disabilities in non-formal adult education. The model will be developed based on the collaboration of three groups of stakeholders that are seen as crucial for integrating persons with disabilities in the field: experts on the integration of persons with disabilities (psychologists, social workers, rehabilitators), experts on assistive technology, and non-formal adult education providers.The transnational character of the project makes it possible to establish such cooperation that is not usually present in the field of non-formal adult education, with the aim of developing a solution to a problem that is present across the EU as a whole (low participation of persons with disabilities in adult education). The involvement of 7 partners from different European countries (Croatia, Slovenia, Slovakia, Czech Republic, Greece, Austria, Romania) ensures a multinational perspective and applicability of the project's intellectual results in different national contexts and educational systems.Non-formal adult education organizations within the project partnership will be enabled and empowered to work with persons with disabilities and will be able to create educational programs based on the implementation of guidelines and recommendations arising from project activities. All participants in project activities, including representatives of assistive technology experts and experts on integrating persons with disabilities, will improve their professional knowledge and strengthen their capacity to respond to social diversity, which they will be able to impart to interested stakeholders in their organizations and/or local communities.At a broader level, the Handbook is the first structured and practically applicable model for the inclusion of persons with disabilities in non-formal adult education, enabling experts or organizations without experience and expertise in the field of disability to create accessible educational programs and inclusive educational environment. The created curriculums, on the other hand, are a lasting resource for further education of teaching and non-teaching staff for the integration of persons with disabilities, thus fostering the adaptation of existing and creating new educational programs using innovative approaches and technology.In addition, the project also has an impact on end-users - persons with disabilities, who are a particularly vulnerable group. The dissemination and use of intellectual outcomes are expected to facilitate their inclusion in non-formal adult education and thus contribute to their level of education, employability, and social inclusion. To maximize the reach and impact of project activities, intellectual outcomes will be publicly available on all seven partner languages.

"Project ""Leaders of change – mentorship program for entrepreneurial leaders in local communities"" was conducted between September 1st 2016 and August 31st 2018.The aim of the project was to improve the functioning of adults in small, local communities, affected by the problem of unemployment, economic stagnation, the need to change jobs, or the profile of activity through the development of activities conducive to creating entrepreneurial attitudes and entering the path of entrepreneurship.Project partners: - The AdMERITUM Foundation, a non-profit organization, founded by the micro, small and medium entrepreneurs, business trainers and mentors, and specialists in management, from Mazovia Voivoid based in Warsaw, Poland. It provides entrepreneurship education, especially for the adults and the youth. - CREF Education, a non-profit association of schools and other educational institutions, from Sesimbra, Portugal which provides educational support for basic and secondary school staff and for the continuous training of working and non-working adults and teachers from public and private sectors in the municipality of Sesimbra.- Center Spirala – Center of Selfmobility from Ljubljana, Slovenia, a private and non-profit institute for research and development within social and humanistic area. - Kairos Europe from London, UK, an organisation dedicated to promoting international education and training. One of the areas of expertise are the International partnership projects focused mainly on social inclusion, multiculturalism, employability and entrepreneurship, use of ICT in education.Main activities:During the two-year implementation of the “Leaders of Change” project, we have prepared a group of approximately 40 people in the Polish-British-Slovenian-Portuguese partnership - so-called ""leaders of change"" to work with local communities on the development of entrepreneurship in the area of SMEs.The target group of our activities were adults who looked for new job opportunities, who were changing jobs, or who had lost their jobs, as well as micro and small entrepreneurs, who were not very successful in their businesses. These people were looking for new opportunities for personal development, which would translate into changes in their life and a new career prospects. Our aim was to introduce to them and to encourage them to start in their life the entrepreneurship path or to support them due to facing certain difficulties regarding their entrepreneurial path. About 7-10 people were recruited from this specified project target group in each partner country. These people wanted to become “the leaders of change” – the leaders of entrepreneurship in their local communities of entrepreneurs and/or future entrepreneurs.In each country, each project partner organization chose the mentors among its educators’ staff (small business and entrepreneurship educators and trainers) who provided the meetings for the leaders in the form of the trainings and workshops.In each country, each project partner organized the international meeting for the leaders with a view to exchanging of experience with other leaders and entrepreneurs from partner countries who are successful in their own businesses.In conjunction with the leaders’ international meetings, mentors took part in their own meeting, which followed a separate agenda.Project results and impact:On the leaders’ return from international meetings, they organized in their regions and communities the meetings with the target group (adult entrepreneurs and future entrepreneurs) with the support of mentors from partner organization. The leaders became the advocates of the new routes/ changes in their local environments. They became “the leaders of change” and “the face of entrepreneurship” in their communities. Their role was to promote the value of entrepreneurship to the society, emphasise the importance of developing entrepreneurial skills and experiences in education, and highlight entrepreneurship as a career opportunity. Together with the mentors, the leaders developed these ideas for further actions in the region, called: “Small Business Mentors’ Clubs”. At the end of the project, these Clubs continued to operate in accordance with the methodology and strategies developed during the project and would be supported by partner organisations.The description of the above educational process of mentoring for the leaders of change is the book ""Leaders of change. The mentoring program for the leaders of entrepreneurship in local communities”, which is the intellectual output (the result) of this project. Long-term benefits:-During the project, the leaders participated in the mentoring program, which influenced the development of the key competences: entrepreneurship, initiative, learning to learn skills.-The mentoring program developed by mentors has been made available to all European educators - trainers of entrepreneurship and small business.-SBMCs."