"Pals Web TV project started in November, 2015 and finished in July, 2017. It was based on the concept of using community reporting and peer learning as an inclusive method to empower youth communities from different regions of the world to capture and share their stories. This was achieved by providing vulnerable young people (young people with mental health conditions and those coming from disadvantaged areas) with both media skills and the necessary platforms to tell their stories in the format of TV show. This project allowed the creation of a WebTV https://palstv.eu (supported by a free and open source content management system) as a solution to give voice to young people, in a fun and informal way. The platform allows real-time collaborative work among a team of youth contributors from Europe and beyond. An App complementary to the Web TV was created and it is available to be downloaded for the Android https://play.google.com/store/apps/details?id=com.capitanquimera.palstv and for Apple devices: https://itunes.apple.com/es/app/palstv/id1172270729?l=en&mt=8.The key innovations in the project were not just in the application of community reporting with vulnerable youth but also in how these have been integrated into sustainable structures and activities for local communities: PalsTV provided community with reporter training to optimize the use of local learning and media resources in order to equip youth with fewer opportunities and to improve their chances of finding employment. Each participant developed his skills through expression, journalism, photography, storytelling and social media tools. PalsTv included also training on sustainability and income generation for the youth communities, and supported them for developing sustainability plans. In addition to this, an open and free of charge online training course about community reporting and digital/video storytelling was developed for young people from countries inside and outside the consortium: https://palstv.eu/page/21/online-training. The online training course was designed in a way that students can enrol themselves and get the knowledge and skills of a community reporter from home using their own devices. At the end of the course students have received Youthpass certificates. To ensure wide dissemination of the project findings, PalsTV Project has organized national youth showcases in each of the partners’ countries where digital and multimedia youth creations were showed, local authorities, institutions, representative and people concerned by the topics addressed attended these events. Furthermore, an international showcase was held in Kathmandu, Nepal. A broad variety of dissemination products were developed to involve participants and stakeholders, including leaflets, posters, newsletters, pen drives, mugs, badges, t-shirts and postcards (https://palstv.eu/page/3/downloads) The project run in Spain, Macedonia, Nepal and Indonesia allowed the participation of 100 young people from targeted communities in the development of internal and external communication channels, which they will definitely continue using after the end of the EU funding.IMPORTANT TO NOTE: All the annexes mentioned in the section ""Summary of the main results"" can be downloaded here: https://www.dropbox.com/sh/m2cif9tq2oejo8q/AAAoZdoDOJRn1sPVM4q6OVMGa?dl=0"

<< Objectives >>Developing and piloting a flexible non-formal education curriculum to awaken and boost people's imagination and creativity through digital photography, as a process of personal and community reaction to the negative effects caused by the COVID-19 pandemic, the war in Ukraine and the new economic crisis. The curriculum will enable adults to strengthen self-awareness and critical thinking to better adapt to new social realities and be co-builders of inclusive and supportive European communities.<< Implementation >>1. Designing the curriculum - Conceptualization, preparation and finalization of versions2. Testing the curriculum - Three pilot experiments, by the three partners, with different socio-cultural environments and target groups3. Creating website Plus Photo - Giving open access to the curriculum and learning materials (in 4 languages), integrating photos and the repository of whole project 4. Project management – Completely set of management of project, promotion and results sharing<< Results >>-Reintegrating personal experience with collective history and developing imagination and creativity as agents of social cohesion-Improving social transversal competences -Improving the integrated use of digital devices-Supporting the inclusion of people with fewer opportunities-Increasing the quality of organizations work and their staffs-Supporting values and European citizenship at local level-Recognizing the contribution of lifelong learning to personal and community well-being

REC is based on the use of experimental filmmaking to empower disadvantaged young people and prevent violence situations from bullying to gender-based violence. Why experimental video? Because it is a powerful, attractive and innovative artistic medium, that can be matched by few, if any, other art forms in terms of communicative potential. Why violence/bullying? Because violence occurs in all countries, there are no exceptions and young disadvantaged people are at greater risk of it. It is estimated that 246 million of children and adolescents experience violence every year (UNESCO, 2016).REC will transfer a program, given its proven success in Spain, to Italy, Germany, Indonesia and Kenya from where 75 young people will become experimental Filmmakers. Our main goals are:- To empower young people and prevent situations of harassment and violence through experimental films creations, which in addition, will give them voice- To equip other organizations with training methods, firstly to prevent violence, but also to improve learning of other topics- To enhance young people’s competences and skills in different fields smoothing their way to employmentTo reach such as important objectives REC will organize a sophisticated 2 year-transfer plan, which will allow partners’ organizations to implement the programme and integrate it into their daily activities. REC project will start with the Inaugural Meeting and the Training of Youth Workers; in this initial training, participants will get in touch with the existing program to be able to adapt it to their target groups’ needs.Since violence is a common issue in all partners' countries and experimental films have one clear goal: do not leave anyone indifferent, we have combined them into a training programme to transfer violence to fiction. During the programme itself, 25 experimental films (5 per country) will be produced, split into the following five film series (sub-topics): - Bullying and power imbalance (INTRAS)- Cyberbullying: hostility without boarders (CJD)- Gender-based violence: controlling and neglecting (CESIE)- Physical violence: Tormented and tormenting others (DEJAVATO)- Indifference, invisibility and isolation (ITF)To support the transfer of knowledge REC project will also include 3 volunteering services in Spain, Italy or Germany and organize an awarness campaign with local Exhibitions and Festivals, a Youth Exchange: “The REC International Experimental Video Fest” in Indonesia and a set of tools to allow that external organizations could also apply the programme: “The REC Filmmakers Guide”, The Documentary Film and the 25 Experimental Films already produced.

People with disabilities face difficulties when accessing education and vocational training, particularly recognition of acquired skills, and when searching integration in the labour market when compared to other citizens of Europe. The aim of REVADIS project is to allow people with disabilities the same access to opportunities of education/training and access to the labour market by enabling them to enhance their professional qualifications and gain mobility in the European space. We propose to improve the offer in the area of recognition of acquired skills for people with disabilities by adapting 4 professional referential to 5 different types of disabilities, a total of 20 new professional key skills referential involving testing and validation by a total of 120 people with disabilities throughout the European space. The adaption of the referential will be made to the population with cerebral palsy and other neurological-skeletal disabilities, mental illness, vision impairment, hearing impairments and intellectual disability. We will apply to this methodology the system of ECVET thus allowing these people to achieve a specific number of ECVET nomenclature transferable to all Europe. This experience will be anchored in a best practice by the Portuguese Ministry of Education and Ministry of Economics regarding the recognition of academic acquired skills that allowed hundreds of people with disabilities to obtain a diploma of the 9th grade. Based on this best practice we will adapt professional referential of recognition of acquired skills to people with disabilities making a statement we hope will proliferate among all State-Partners. The general activities are as following a) make a diagnosis of the needs in terms of professional areas in the countries involved with the help of social partners and labour unions and write a report based on the findings b) choose 4 professional referential and make the adaptations and apply the system of ECVET in order to create a common platform transferable throughout Europe c) test the referential and methodology applying them to all 5 groups of disability in a total of 120 persons with disabilities involved and write the referential and methodological guide d) implement strategies of dissemination to produce a cascade effect within the countries of the consortium and among partner institutions of Europe e) a Guide of recommendations will be published f) the consortium will make an evaluation of the work produced regarding the tasks and aims of the project. Methodology The expected quantitative results will be 20 new professional referential available with involvement of 120 persons with disability in its construction and testing. Two reports published with diagnosis of needs and recommendations and a methodological guide published on how to apply the system of recognition of skills to people with disabilities (all 3 in 5 different languages and English). More qualitative results are also expected: an affirmative evaluation of the referential by social partners and labour unions is required as they are crucial for the success of the project as is a positive evaluation of satisfaction of the people with disabilities involved and their families. The impact to direct target-group: a) increasing of professional qualifications of the individuals with disabilities involved b) acquisition of new technical and social skills c) acquisition of labour market integration skills d) acquisition of mobility in the European labour market d) enhancement of self esteem and motivation. The global impact will be: a) new 20 professional referential of recognition of acquired skills available in the training/education market b) implementation of system of ECVET to the recognition of acquired skills as a new step taken in education/training c) new methodology adapted specifically to disabled people d) involvement of social partners and labour unions in the area of recognition of acquired skills and disability e) know how on how to develop professional referential of recognition of skills adapted to disabled people. In longer term benefits the project will create a new dynamics regarding the application of recognition of acquired skills to people with disabilities and the utilization of ECVET that will more easily make the methodology flow among State-Partners. We believe it is an innovative project because it addresses specifically the recognition of skills applied to people with disabilities guaranteeing their access to the professional market with the same possibilities other citizens do and also by integrating the ECVET system we are taking it a step forward in promoting their possibilities of Inclusion in the European space.

<< Objectives >>DigitalGo aims at including elderly population living in rural communities within the digital transformation. It will achieve this goal by providing them with a basic digital literacy and at the same time, acknowledging their relevant role as keepers of valuable intangible cultural heritage. This way, their inherent experience will be collected to then be shared as a community asset. Furthermore, the transnational approach will foster the building of a learning community, with synergic effects.<< Implementation >>The project will be based on the design, implementation and assessment of a pilot learning programme in four EU rural regions. This programme will cover practical digital performance concepts, adapted and tailored to elderly people’s needs and context. A bigger engagement and learning success are expected as, while attending the course, participants will actively contribute to the co-creation of a hybrid exhibition which showcases their knowledge & expertise about rural traditions, festivities<< Results >>The pilots will already have a direct impact on the local participants, who will definitely benefit from the learning programme. Likewise, their rural communities will include the collected intangible legacy as part of their cultural heritage. Once the project is finished, a mature educational programme aimed at increasing elder people's digital literacy will be available&ready to replicate in other EUregions. On the partnership’s side, participating entities will significantly widen their goals