"Context of the project:With the project HeCoN we intend to increase the health awareness and the health competences of NEET´s in Europe. To achieve this objective, we would like to set up transnational partner meetings among three European countries who work with the group of NEET´s in different contexts. All partners have an already existing pedagogical knowledge of coaching NEETs in case work or group activities. With the project HeCoN we would like to discuss issues, gain shared values, developed Tools for professionals to work with NEET´s on their health competences and thus support NEET´s.Objectives of the project:The project aims to develop two innovative intellectual outputs for professionals (e.g. trainers, social workers, adult educators) who work with NEETs in different cotexts. It serves to ensure that the direct target group intensively deals with influencing factors for maintaining health in training sessions and thus evokes health awareness in order to develop their own health literacy of NEET´s in the long term.The intellectual outputs (IOs) contain a collection of theoretical input and application-related methods for acquiring health skills. The (IOs) are divided into three different focal points, which should be worked out by each partner organizations and then will be discussed and supplemented together, always fed from the experience and current knowledge of the partners. The following topics are planned:1)Nutrition2)Physical Activities3)Mindfulness.Number and profile of participants:After the development of each module referring to a specific health competence for NEET´s, the generated input and methods of the Tool-Box will be tested on the indirect target group of NEET´s in workshops by each partner. Throughout that, the project addresses 72 participants.Description of activities:-exchange of different situations of NEET´s in each country-exchange of different approaches to health-elaboration of inputs and methods for trainings for NEET´s-testing trainings with NEET´s-implementing a Tool-Box for trainers to educate NEET´s-implementing a digital Tool-Box as virtual platform.Methodology to be used in carrying out the project:All partners set up two Intellectual Outputs as a guideline of ""how to make NEET´s aware of their own health situation"" and to ""educate and support NEET´s"". Within the project we do notonly focus on the physical side of health competences, because this is mostly an issue for medicals and doctors if we are talking about severe physical health. Hence, the psychosocialcontext is taken into higher consideration as well as the mind-set of NEET´s.Short description of the results and impact envisaged:We would like to set up an innovative topic as a chance to rise the competences of NEET´s and impart methods/tools to stay in good health or to become healthier, even if otherconditions (like a lack of job vacancies, less qualification...) of being NEET won´t be changeable easily.All organization are working on different projects in adult education and different European projects. All of us face the similar topics in our daily work. To improve our own knowledgewith the knowledge of other EU Member states, facing the same issues, we would like to start carrying out this topic transnationally. There are NEET´s in every European Country.Only the highness of the rates differs. Nevertheless, the social and vocational exclusion is the same in general. We would like to point out similarities as well as differences and workon a common strategy for supporting NEET´s in general and in their health well-being in special.With the project HeCoN we would like to discuss issues, gain shared values, train professionals such as social workers, trainers etc. and thus support NEET´s.Potential longer term benefits:At an individual level, the project serves to promote health awareness and gain skills for maintaining physical and mental health in the direct and indirect target group. The project results and the IO can help to have a common basis on health awareness at the group of NEET´s and improve skills and competences of staff in adult education and the health literacy of all employees. The developed tool box for health literacy is also disseminated at local and regional level through the involvement of stakeholders who work with NEET´s, e.g. other adult education centres, NGO´s, public health offices, health insurances, Jobcentres and so on.Due to the impacts of the project, the establishment of a network of health literacy for NEET´s can begin. If applicable, the impacts can be expanded in follow-up projects.In a next step, the results obtained can be viewed and, if necessary, also checked for applications in other areas or an adaptation of the developed Intellectual Outputs of health literacy for other target groups."

Mathematics is often consider to be difficult and unattractive, despite being a basic skill, a required competence to succeed in the labour market and a foundation for other sciences, technologies and applications. Enactive methodologies help to increase the attractiveness of Mathematics (they help to motivate students and stimulate mathematical acting and thinking) and, to a broader extent, contribute to reduce their underperformance. Nevertheless, the adoption of an enactive approach to Mathematics teaching is based on two main preconditions or premises. On the one hand, teachers need to acquire and be equipped with the adequate pedagogical skills to implement this methodology, particularly when it concerns to its applicability to the context of digital education and training. On the other hand, enactive materials can to be hard to obtain in the current context strongly affected by the COVID-19 crisis and especially considering the fact that, for several months, schools were closed and education was distance-based. EnLeMaH seeks to promote the adoption of innovative digital pedagogical competences for Mathematics school teachers, which will enable them to develop the knowledge and skills to:a) Implement an enactive teaching&learning methodology adapted to the context of digital education that contributes to make Mathematics more attractive for school students (12-16 years); b) Guide school students in creating, using household supplies, enactive materials that support their learning processes, with a special focus on Mathematics learning in the field of functions.Specifically, EnLeMaH will:- Provide teachers with adapted pedagogies and innovative teaching methodologies supporting high-quality and inclusive digital education in the field of Mathematics (with a special focus on functions);- Contribute to make Mathematics more attractive and to increase students’ engagement by promoting the use of manipulatives that support mathematical learning processes;- Empower and build the capacities of Mathematics school teachers to guide students in creating enactive materials using household supplies;- Offer Mathematics school teachers lifelong learning and professional development opportunities, as well as the possibility to collaborate and exchange practices with their peers. Over the course of 24 months, EnLeMaH will achieve the following Intellectual Outputs:- O1 – Definition of the EnLeMaH Methodological Framework describing the approach, principles and proposed actions to adopt enactive methodologies in the context of digital education;- O2 – Creation of the Online Teacher Training Course “Applying the EnLeMaH Methodology”, which will be aimed at providing Mathematics school teachers with adapted pedagogies and innovative teaching methodologies supporting high-quality and inclusive digital education in the field of Mathematics (with a special focus on functions);- O3 – Development of the EnLeMaH platform, which will serve as a learning hub for the EnLeMaH target groups and, in particular, O2 beneficiaries. EnLeMaH will directly impact Mathematics school teachers, both those that are already active in the labour market, as well as future teachers (that is, graduate students who are enrolled in Master’s degrees or other training programmes aimed at providing didactical competences in the field of Mathematics education). Indirectly, EnLeMaH will benefit schools (with a special focus on those that have curricula that address functions), as well as students aged between 12-16 years and enrolled in Mathematics classes.Other stakeholders encompass: education&training providers; institutions responsible for implementing teacher training programmes in the field of Mathematics education, active in building the capacities of Mathematics school teachers and/or involved in the lifelong learning and professional development of teachers; experts in the field of didactics, Mathematics education or the use of enactive methodologies in Mathematics teaching and public regional/national institutions and decision/policy-makers in the field of education&training.Coordinated by Bielefeld University, the EnLeMaH Consortium brings together 4 institutions from Germany, Croatia (University of Rijeka), Lithuania (St. Ignatius of Loyola University of Applied Sciences) and Spain (INCOMA), who are experienced actors in education&training and provide specific expertise in the field of Mathematics education and the promotion of key, transversal competences that favour employability and inclusion.

This project proposal is dedicated to the problem of youth unemployment and lack of work experience among this target group. During the financial crisis the young were severely hit, manifested by an upward trend in the youth unemployment rate and by extension an increasing risk of social exclusion. Several years after the financial crisis, the Eurozone’s youth unemployment remains high – more than double the euro area. Studies show that lack of future prospects and long periods of unemployment in the beginning of joining the labour market, can lead to recurring unemployment periods later on in life and as a result even ruin one’s career opportunities. The young are “responsible” for 40 percent of the world’s unemployment and are four times as likely to end in unemployment compared to adults. This issue is also addressed by the UN world goals under goal 8, in which their one of their targets is to substantially reduce the proportion of youth not in employment, education or training by 2020.The consequences of unemployment are severe and makes many young people feel isolated, dependent and worthless on top of the negative output it has on society. This is one of the many reasons why this project aims to contribute to the knowledge production of youth unemployment in Europe. Often the solution proposal to youth unemployment is articulated by upgrading skills of the unemployed. However, we believe that many academic students actually do have a lot of skills and knowledge, but lack relevant work experience. As a consequence, this initiative is dedicated to spread light on the competences of academic students and the benefits of including them into the labor market already while studying. The objective of this project is to promote Student jobs as a way of capacity building and reduce unemployment after graduation from universities by giving students work experience already while studying. The last couple of years, Foreningen Nydansker has worked extensively with young international students, mainly from the European countries and our experience shows, that many of these lack relevant experience from their field of study and that throughout Europe, it is very seldom to see students enrolled at universities, with a relevant student job. Opposite, in Denmark, 52% of students does beside studying, have a student job, where the majority is relevant to their field of study. Studies show, that the chances of landing a job after graduating from university is much higher if you already have relevant experience. In addition, having a student job help students to create a greater network within their field early in their career.Based on this experience and knowledge, we do with this project aim to share best practice of the benefits of student jobs in relation to decrease youth unemployment - Both in the period of studying, and after ended education. With this project we aim to inspire and effect the workplace culture in the counties of partnership to be more inclusive towards using students as workforce while they are studying at universities. To do so, we will establish a European Student Job Youth Network, where the students from the four partnerships countries will learn, share and acquire new knowledge. As a part of the youth network, there will be held at least 1 workshop in each country for students. These workshops, will be used to inspire and inform student about the benefits of student jobs, so that they can advocate and better argue for why they are a strong and valuable workforce.After these workshops we will facilitate four multiplier events (one in each country). The students from the youth network will be invited to join the event taking place in their own country as well as the final event taking place in Copenhagen, where we will launch the guide. Local/national enterprises will also be invited at each multiplier event. The guide and the material that we have produced will be used and handed out to the enterprises to spread the word and to give them a written guide to how to best include students at their workplace. Moreover, we will investigate and define best practices for how to benefit from a relevant student job. This will be done through an investigation of practices of including students in workplaces in Denmark, Italy, Spain, and Finland. After having acquired an in depth knowledge of the ways of including academic students as a part of the workforce in the countries involved, we will make a guide for how to best include students in the workplace and why it is beneficial for the student, the company and society – with the Danish student job model as inspiration. We will carry out this project on a transnational level, as we believe that other countries can benefit from the kn

Migrant women continue to face difficulties and challenges in their professional careers. Highly skilled migrant women tend to face a double disadvantage as a result of discrimination towards women and particularly those from a migrant background especially in non traditional sectors such as in Science, Engineering, Arts and Technology (STEAM). As a migrant, further barriers of underemployment and deskilling occurs. Migrants are often in positions they are overqualified for. It has been found that migrants tend to possess higher educational attainment compared with their native-born peers in many different countries (Eurostat, 2018). Yet, they do not seem to be accepted for positions which match their competencies.Women who are looking for employment, or are employed, in the STEAM sector can face further challenges in their professional journey, especially as a highly skilled migrant and as a minority in a male dominated profession. Highly skilled migrant women face challenges and barriers in areas such as the lack of recognition of their degrees. In 2017, 59% of men and 41% women were scientists and engineers in the EU (Eurostat, 2019). Women made up a minority of all ICT specialists working in the European Union, at 17.2% (Eurostat, 2018).The MentoraSTEAM project aims to develop highly skilled migrant women’s self-efficacy, confidence and soft skills in the STEAM sector in order to boost employability. There is a need to tackle this issue transnationally as women are underrepresented and are subjected to a gender gap globally (World Economic Forum, 2020). Furthermore, migrant women tend to have lower self-efficacy, especially in the STEAM sector (Tellhed et al, 2016; Gjersoe, 2018). Research has shown that initiatives to boost women’s confidence are important as it can encourage them to pursue a career in STEAM or stay in the field (Perez-Felkner, 2018). Therefore, there is a need for the partner countries of this project to work collaboratively to tackle the issues migrant women in STEAM face and to inform stakeholders of the challenges this target group currently face. The methodology of the current project will focus on the development of the MentoraSTEAM Policy Framework Guide (IO1), MentoraSTEAM Employability Booster (IO2) and MentoraSTEAM Circles™ (IO3).The MentoraSTEAM Policy Framework Guide will compile a comprehensive guide which will include case studies, existing initiatives (on a European and national scale) and focus group findings from all partner countries. This will be beneficial for further understanding of the disadvantages women experience in STEAM across a range of stakeholders from employers to Chambers of Commerce amongst others.As a result of the findings from the guide, the MentoraSTEAM Employability Booster training will be developed taking into consideration what has been found in the research conducted in the first output. 4 modules will be delivered by the partnership and two pilot testing phases will be carried out to boost the employability in highly skilled migrant women in STEAM. Migrant women will be invited to attend the MentoraSTEAM Circles™. They will be provided with peer mentoring sessions facilitated by an experienced trainer. This will further develop their skills and encourage them to set actions points for them to achieve while increasing their self-efficacy.A total of 8 multiplier events will take place in the project lifetime. After the finalisation of IO1, all partners will carry out an event to disseminate the findings of IO1. After the finalisation of all outputs, another multiplier event will take place in each partner country. The last 4 multiplier events will celebrate the achievements of the MentoraSTEAM project. It will inspire and empower women in STEAM and motivate stakeholders to take action in order to engage more this target group in their organisations. Through this project, the partnership can have an international effect on the development of skills for women in STEAM backgrounds and contribute to their empowerment. There will be a long-term effect of the project as it will improve social connectivity and build relationships between women in STEAM. Furthermore, it will provide women in STEAM with hope and skills for a more equal future.Main results:- Empowerment and training of migrant women with a STEAM background. There will be a development of new skills and development of existing skills. Thus, improving employability. - Building awareness of the inequalities and challenges of migrant women with STEAM background. Building connections between women who experience this inequality to empower one another and continue to work together outside of the project to spread the word. - Improve knowledge and understanding of the challenges this target group currently face amongst employers, employment agencies, the third sector, Chambers of Commerce and VET centres amongst others.

The European Learning mobility is one of the everlasting and more successful initiatives carried out by the European Commission along last 30 years. Despite the general satisfaction with the experiences, some barriers still exist to increase the positive impact for participants.INTERMOVE has tackled two of these barriers such as cross-cultural issues or foreign language knowledge by developing and implementing a new training pathway to prepare participants on Learning Mobility projects by including the Intercomprehension of French, English, Portuguese, Italian and Spanish as a tool to follow an intercultural preparation.The INTERMOVE model, developed and tested during the project, is an open and collaborative tool addressing mobility facilitators. It also provides learning resources and Facilitators’ guidelines for e-learning and face to face training sessions.INTERMOVE main goals were in line with the specific objectives and priorities for Education and Training in the ERASMUS + programme:- Development of basic and transversal skills;- Development of Open Educational Resources (OER);- Promotion of a broad linguistic diversity and intercultural awareness.By ensuring quality improvement in the preparation phase, partners and other stakeholders will benefit from better performances on mobility actions by their target groups. Participants will more easily meet their objectives of increasing employability, completion of their studies and/or knowledge of different cultures.INTERMOVE has valorised previous projects and products such as MASTER Mob or CINCO, in line with the general principles of ERASMUS + programme.INTERMOVE core partners have been INCOMA (ES), Universidade Católica Portuguesa (PT), IFOA (IT), Cap Ulysse (FR) and IT Tralee (IE). All of them are very experienced organisations in Mobility, Intercultural and/or Language preparation that will be able to ensure a multiplier impact through their local and International network.Along the 28 months duration of the project, partners’ efforts have been devoted to developing INTERMOVE Model (Course programme+Learning Contents+LMS Platform) and to disseminate the project results to guarantee the sustainability and use of the tools.For that purpose, other stakeholders and target groups have been involved in all project activities (Research/Development of the Contents/Evaluation and Pilot Testing).The project has included several Training activities addressed to Trainers, Mentors and the final beneficiaries of the training. A total of 15 organizations and 108 participants have been trained thanks to INTERMOVE. For the implementation of the trainings, previous work on the development of the contents has been carried out by all the project partners, leading to the creation of a whole course on Intercomprehension and Interculturality. The contents created are available for trainees and facilitators through the INTERMOVE e-learning platform.To complement the work performed, various dissemination activities, both at local and international level, have been also held in partner countries, such as multiplier events or presentations in international conferences. As closure of the project, a Final Conference was organized by INCOMA with a total of 85 participants from 7 different countries.