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.

<< Objectives >>The overall objective of ‘Digital Upbringing’ is to develop and implement an education project supporting parents, subsequently their children and educators to develop the digital competences needed to safely navigate the digital world. This project will support the horizontal areas of ‘digital transformation’ and ‘inclusion and diversity’ stated in the Erasmus+ Programme Guide (2021).<< Implementation >>Digital Upbringing will implement 5 Work Packages. These include the development of a number of new resources, establishment of new partnerships and delivery of WP1: Project Management and ImplementationWP2: Digital Competence Framework for Parents and GuardiansWP3: Digital Upbringing Community PartnershipsWP4: Intergenerational Digital Learning ProgrammeWP5: Multimedia and Dissemination Campaign<< Results >>Digital Upbringing expects the following results:- A consortium with increased capacity to deliver family learning programmes focused on digital transformation - A Digital Competence Framework for parents, practice resources and short videos- Establishment of Digital Upbringing Community Partnerships with a Blueprint and Toolkit- Intergenerational Adult Education Programme with guides and resources- A Digital Upbringing Media Campaign with Podcasts and Videos

"<< Objectives >>To improve educational and didactical skills from the staff from retirement homes and/or intermediate organisations in home care, related to the topics ""active ageing"" and ""bridging intercultural, intergenerational and social divide"".Specific: 1. Improve knowledge and skills of staff about trainer skills and using digital tools to increase digital skills of older people,2. Improve digital skills of older people, leading to improved social inclusion 3. Improve social skills from youngsters<< Implementation >>Main activities are :- Creating a tool box with online training- and instruction material for trainers/staff and for youngsters, including some educational digital deliverables.- Training of trainers/staff,- Training of older people in digital readiness,- Making an online cookbook, with involvement of youngsters and older people,- Organising an intergenerational cooking event with older people and youngsters.<< Results >>The project will have impact on different levels. We expect the following main results:- More trained and enthusiastic staff in home care,- Developed materials and other results (toolbox) will inspire other organisations, to follow the project example,- Older people feel better included in the 21st century, by improving their digital readiness,- Youngsters will have better social skills and more respect to the older generationThis will be on local, regional, national and European level."

"The aim of the project is to assist the complex development of students' life-management skills especially to prepare them for responsible decision making during their education in connection with learning path and career choice.Life-management skills are described as skills that are essential to make the most out of life. Life skills are usually associated with managing and living a better quality of life. They help us to accomplish our ambitions and live to our full potential. Any skill that is useful in our life can be considered a life skill.Life-management skills are improving with our personality and family and schools need to work together in the proper process of development. SUPREM is a project that wants to give background to students, giving tools to their teachers and parents what will help them to cooperate, communicate to achieve a supportive environment. A better level of life-management skills of a student will increase the quality of academic and practical skills and knowledge, will make students more able to make the right choices. This strengthens the value of career pathway and labour market skills.Better life-skills support students to find their way and place in the educational system and with better satisfaction, early school leaving can be decreased.The project develops open, free accessible materials what support stakeholders to work together and at the same time parts of the developed educational resources are able to used by individuals separately. Every developed material will be web-based and digital, with a tool that uses the community-aspect of stakeholders and the needs of the young generation to reach information online immediately, share and contribute in the online space.The project presents a complex approach and solution what needs experience from different areas. It was unequivocal at the beginning of the project preparation that the applied service-design method needs the active involvement of stakeholders, so the partners should present a wide range of connections. In the partnership, there are 3 schools, 1 NGO and 3 SME's collaborating to improve the aimed complex solution. The diversity appears in their professional areas as well but the main interest is common in each partner: they all involved in education and personal development.1. The project will present a complex package for various stakeholders of life-management skills development of students. - educational material for school-usage, target group: students and teachers;- training curricula and method to train teachers, target group: teachers, schools;- collection of case studies with analysation and connected good practices and suggestions, target group: parents, teachers;- a self-assessment tool for students to define the improvement needs, and the strong and weak areas in the current level of life-skills.2. The project focuses on life-skill development as the common task of students, parents and teachers. Supporting their common work and especially the involvement of parents in the work of schools is an essential part of the project. Each intellectual outputs will highlight those elements and show possibilities what are suitable to link parents and schools (teachers).3. During the development of the intellectual outputs and the whole process of the project work, the consortium is going to apply the service-design method.This method focuses on the needs of the clients and future users and to ensure their continuous involvement the partners will work closely together with focus groups and will consult with them during the development process. The project intends to arrange two student mobilities and one joint-staff training session for teachers to get inputs from the target groups to the development.In different stages of the project the partners will need feedback from the stakeholders about the ""what?"" and also about the ""how?"". Service-design as a development methodology of supporting activities will provide the best and most suitable and sustainable products.Service-design has been already applied at the preparation stage of the project when the partners carried out a survey to have a clear view of the current situation of pupils' life-management skills. 4. Identification and collection of the essential life-management skills what are needed to be improved to support students to make decisions of their own life. These skills are usually identified and put in the group of social skills but there is a different approach what we address to help productive and efficient decision-making of students during their learning pathway and their career choice."

The DIGIMARKET project will be carried out by 7 organisations from 4 countries (Hungary, Spain, Luxembourg and the Netherlands) With this project we reflect on the the special situation caused by COVID-19 alerted the world to the importance of the proper use of digital devices in education as well, and the opportunities and challenges in online long-distance education and blended learning.After the wholesale migration of education in spring, the autumn of 2020 brought a new challenge in education: with schools functioning with relative consistency as much as the circumstances allow, students and teachers alike are repeatedly forced into home quarantine from their schools, with a quick succession of contact education periods and temporary school closedowns. Thus, contact and online education must be arranged to be feasible parallelly to and compatible with each other, and able to anticipate sudden changes in circumstances. This requires of teachers thoughtful preparation, self-training, a rethinking of their professional toolkit, and a thorough, practice-based knowledge of available online teaching materials and education-aid applications.With our project, we help to preserve everything we can learn from the current situation, and to forge them into useful knowledge for the future.In the course of our project, which is the result of cooperation between seven organisations from four countries, we claim as our goal the development of a new, interactive education interface, with a thematic collection of methodologies integrated within. The topics touched upon by the collections are listed below. -Methodology-Tools-Learning skills-Internet safety-SEN education-Digital content-better understanding-Supporting parents (How to help at home, Learning environment)The idea of the online supporting learning platform is to enable the teachers to deliver an analogous on-line version of contact activities, maintaining as much as possible the core guiding concepts and principles used in the classroom activities. The interactive online teaching platform would simulate a physical class, enabling the teacher to carry out activities online that are normally done physically in class.The methodology collection endows teachers with knowledge, ideas, proficiency with various methodologies, and easy-to-use educational materials in this difficult period, with especial emphasis on the education of gifted and special needs children, while simultaneously pointing a way forward toward the digitally-assisted methodology for pedagogy in the future, as well as an understanding of our digitised present and future.In our project, we especially keep in mind to be able to provide aid to the inclusive education of learning-impeded or otherwise challenged children. With the move of education to digital spaces, it is also very important to ensure that students possess a deeper and more thorough understanding of the operating principles and programming of digital devices, as well as digital creative processes. The skills thus acquired will influence the students’ learning technique, later career choices, and opportunities on the job market. To further strengthen this, we also offer methodological materials to teachers which introduce them to the teaching of algorithmic thinking, coding, robotics and visual creative activities employing digital tools, as well as the inclusion of these into the teaching of other subjects. The periodic isolation caused by COVID-19 requires new cooperative techniques from teacher and student alike. Teachers have to get to know new channels of communication and cooperation, and provide aid to their students in independent learning, learning techniques, online forms of contact-keeping and cooperation, and time management. The skills thus acquired will be very useful to the students in the future as well, since COVID-19 also fundamentally influences the job market, as well as the forms of work and workplace cooperation. With the improvement of these “soft” skills, the chances of their success in the workplace improve as well.The quarantine period in spring also posed great difficulties to the parents. We also designate as a goal the creation of educational materials which can be used by teachers to assist parents in the fields of learning techniques, learning organisation and internet safety.Based on the above, the interactive framework and methodological materials to be produced by our project serve the renewal of the pedagogical profession and provide it with answers for the challenges of the 21st century, independently from the COVID-19 situation. It assists teachers in formulating methodologies which contain activities, information formats and visual effects which are familiar and appropriate for children growing up in the 21st century.