Create Future: Creating support models for participation in future work lifePeople with special needs and disadvantaged do face far fewer options for employment than non-disabled candidates. Fewer than 1 in 2 disabled adults were in employment in the EU28 in 2011 and almost a third at risk of poverty or social exclusion in 2013 (Eurostat Dec 14). For example across the UK only 6% of young people with learning difficulties are in employment, and according to Disability Rights employees with disabilities earn nearly £1 an hour less than non-disabled workers.Thus new networks, more sharing of experience and involving the end users to the development is needed for example to avoid the prejudices regarding people with disabilities ability to work productively. At this project we will create a diversity toolkit for employers and train the support workers/ career guidance professionals with the latest tools, so that they can support both their clients and the employers they work with. To complete these objectives we are going to implement and develop: •Collaboration model of user-centered design prosess•Toolkit for diversity training for employers •Multidisciplinary cooperation to support diversity At this project we will create a diversity toolkit for employers and train the support workers/ career guidance professionals with the latest tool, so that they can support both their clients and the employers they work with.The main objective of the project is to train support workers/career advisors who support people with special needs or disadvantaged with the latest coaching models tools which have the most impact with regard to career progression and problem solving. In one hand, support workers often face a lot of pressure with regard to the variables faced in the workplace such as the discrimination that still prevails against special needs workers and the pressure they have as career professionals to meet specific work placement targets. On the other hand, there is a need to find the latest tools in coaching to support special needs workers to gain their confidence and improve their self- efficacy. The project will invest in a multi professional cooperation between education and support services as well as companies and working life representatives to develop meaningful interventions in coaching tools in the field of career guidance. This transnational partnership brings a multidisciplinary approach to coaching and will be able to develop methods and tools for the professional development of coaches; for the employers to use for the workers and clients with special needs. A Diversity handbook for Employers will also be developed to provide them with all the necessary tools and guidance to address their needs while employing disabled workers.The Learning training and teaching activities will allow the partners to get to know and understand better the delivery of interventions at special centres who support people with special needs and disadvantaged employability across Europe and bring back home best practices to later apply such practices in their career guidance. The project will have a clear impact in the knowledge and development of skills amongst the staff and clients of partner organisations dealing with employment of people with special needs or disadvantaged. In particular, the project will develop 3 main coaching models and training programmes using: Neurolinguistic Programming; Strengths Based Coaching and Mentoring Circles to equip the staff to use practical tools to support their clients in their transition from unemployment to employment. These models will be used in current housing and day services, both in individual and group situations in order to ensure that there will be a bridge to support disabled workers to achieve and create a better and more promising future working life.

Migrants experience higher unemployment and under-employed rates in EU countries than their native citizens (OECD 2013). An especially vulnerable group is migrant women who are subjects of a double-disadvantage as migrants and as women. As lack of employment is one key challenge for them, entrepreneurship has the potential to provide employment. Within this scenario, bolstering business creation among migrant women, is a key strategy to improve the labour market integration through self-employment of migrant women, and help them to reach their full potential while fostering the creation of added value, innovation, productivity and integration in their host countries. The Kaleidoscope project addressed this challenge by developing entrepreneurship training which focuses especially on soft skills needed in entrepreneurship and that is particularly tailored to the needs of migrant women. The Kaleidoscope training has been developed in a consortium of four partners coming from countries with a different history and situation of migration, Finland, France, Italy and the UK, and with complementary expertise in entrepreneurship, migration, vulnerable groups and women, creativity and formal education.The Kaleidoscope entrepreneurship training is delivered face-to-face and on the social learning platform as blended learning using a mix of methods from basic theory of the topic, workshops, action learning, e-learning to personal coaching. The non-formal nature of training and the flexibility in its delivery ensures that learners’ cultural needs and learning styles are being addressed and that the educational background does not limit the participation in training.The target groups of training are:1)Migrant women residing in the EU2)Stakeholders: Migrant trainers and workers, unemployment centres and workers, start-up incubators, social workers, municipalities, policy makers etc. who can organise the training.The Kaleidoscope training is formed of six modules:1) Action Learning and Coaching2) Daily Problem Solving, networking, communication3) Creativity and fun for developing an entrepreneurial mindset + Business modelling as a game4) Entrepreneurship education for migrant women, resilience and entrepreneurship5) Intercultural barriers to access market, learning from the hosting culture and how to adapt it6) Progress and ReflectionThe modules are complemented by additional resources. A competence validation at the beginning of training helps migrant women to detect the competence areas which need most attention and to tailor individual training paths. At the end of the training the competence validation helps to see the progress. In addition, a handbook for self-learning supports individual learning and provides complementary material to training.The development of the training and competence validation benefits from the research and the Kaleidoscope Competence Framework for entrepreneurial support of migrant women developed during the first phase of the project.All the training material are freely available on the Kaleidoscope Social Learning Platform which, besides providing the training materials online, enables discussions, learning and group work through a forum and through cloud tools. Migrant women have the possibility to upload their personal mini CVs on the platform too.The project reports and the handbook are also freely available in the results section of the project website https://www.kaleidoscopeproject.eu/about/results/ in the respective language section.During the project, the Kaleidoscope training was piloted in all partner countries with 54 migrant women of 29 nationalities and four continents: 13 in the UK, 18 in France, 9 in Italy, and 14 in Finland. In addition, 12 of them took part in an international pilot training week. The feedback from the participating women was similar despite their differences. Hence the training seems to be suitable to any national, cultural and educational background. The women felt that the training was highly useful, appropriate and relevant, empowering and increasing their self-belief, and that it helped them during their first steps towards entrepreneurship and in understanding their potential. All the participants showed an increase in mastering entrepreneurial soft skills. The training and the handbook were evaluated positively also by the stakeholders.Based on the highly positive feedback from the target groups and stakeholders, it can be concluded that the Kaleidoscope training addresses well to the needs of all migrant. The training material is the first of its kind, entrepreneurship training specially targeted for migrant women. As the material is also freely available online for all migrant women and for all trainers working with migrants to implement the training, in the future, more migrant women are expected to receive help in their business creation and employment through Entrepreneurship.

Young people today are the first generation for which the internet is a given, at the same time reported mental health problems within this group have risen steeply (Nuffield Trust, 2018). Many have found these phenomena to be linked; research by the Royal Society for Public Health found that social media use across a range of popular channels led to increased feelings of anxiety, depression, poor body image and loneliness (RSPH, 2017). Internet addiction is also becoming more prevalent within society; some individuals are spending more than 15 hours a day online (BBC, 2014) and the WHO has officially classified gaming addiction as a disorder. Increasingly, it is recognised that internet reliance is having negative impacts on people’s personal and working lives (Ofcom, 2016). The gap between the real and online world has also created other issues. Unrealistic or selective content prevalent on social media has led to many, especially young women, reporting struggles with self-esteem and body image (Makwana et al., 2018, Davis & Hyman, 2018). Similarly, the proliferation of misinformation online has increasingly become a concern for European society. The EU’s Digital Single Market strategy recognises the need for digital media literacy amongst citizen for them to be able to responsibly navigate online content (European Commission, 2018). At the same time the internet provides opportunities for people across Europe to connect, learn and engage. Particularly, the EU’s strategy for a ‘Digital Single Market’ promotes a new horizon for digital inclusion and integration across Europe for mutual benefit. This recognises the avenues the internet opens for more accessible and innovative learning opportunities. New employment prospects, technological development and economic growth, fuelled by the digital revolution, are also bringing benefits to young people across Europe (IMF, 2018). Research has shown the social benefits of the internet, including promoting civic engagement amongst disenfranchised young people (Banji & Buckingham, 2010) and addressing mental health problems by connecting people with virtual support networks and a space for self-expression (Marchant et al, 2018). For young people to be able to fully benefit from the new opportunities provided by technological developments they also need the skills to protect themselves against the parallel dangers. Thus, DigitFit aims to work with young people, and especially those who have a problematic relationship with the internet, to raise awareness about the different beneficial ways it can be used. It also works to foster a more responsible use of the internet by this group, enabling them to find a better balance between their online and offline lives and more reflexively engage with the information and images they consume online. The project objectives are to: - Develop a DigitFit E-Learning Platform for young people- Create and deliver a Training Programme and Mentoring CirclesTM for skill and knowledge development around digital health for young people. - Increase young people’s skills, awareness and abilities for more responsible and beneficial internet use.- Increase Trainer’s ability to deal with this issue To achieve this there will be three intellectual outputs carried out as part of the DigitFit project: - IO1 – Training Programme The Training Programme will engage participants with the topic of digital health through the combined use of both a Training Programme and Mentoring CirclesTM. The Training Programme will educate them about the potential benefits and harms of the internet for young people and equip them with skills to find balance between their online and offline lives. The Mentoring CirclesTM will work with participants to increase their self-awareness and self-efficacy about their use of the digital world to foster more responsible engagement with it. - IO2 – Guide for Facilitators A Facilitator’s Pack will be developed to train both partner staff, at a one-day workshop, and external personnel working with young people who will take part in a programme delivered by partners. This will ensure innovative and excellent training both within the project and more widely to increase impact. - IO3 – E-Learning Platform The E-Learning Platform will host highly interactive and innovative tools and materials to develop young people’s competencies for engaging responsibly and positively with the digital world. This project will serve as a tool to raise awareness about the potential harms of internet and social media use for young people. It will also teach about the far-reaching benefits of the internet for young people including employment opportunities, support networks and as a cite of learning. Ultimately, it will combine this with training to foster the skills and knowledge needed for young people to safely navigate the digital world and truly benefit from it.

The aim of the Qualify project was to provide career guidance professionals with more effective and individualised methods and tools for their professional practice and support to low qualified and unemployed people. To achieve this goal, the consortium produced the following intellectual outputs which are accessible on the project platform www.qualifyproject.eu:IO1 – Building a Competence Framework for Career Coaches specialised in supporting low skilled unemployed - in English. IO2 - Design of Innovative coaching intervention practices containing four training modules - in English and Slovak: a) Module 1 Emotional Intelligence & NLP;b) Module 2 Motivation, Learning to Learn and Managing Tasks; c) Module 3 Brand you, Networking, Relational Competence, Social Media and Professionalism;d) Module 4 Career Circles and Personal Growth; IO3 - Modern ICT Tools to Support Career Management Learning Paths for Low-Skilled, containing three tools - in English, Slovak, Spanish and Greek language: a) Tool 1 “Direction & Plan”; b) Tool 2 “Soft-skills Upskilling”;c) Tool 3 “Branding strategies”; IO4 - Recommendations to Policy Makers on New Strategies to Support Effective Career Guidance to Low Skilled Unemployed Adults. Our project directly engaged 90 people in training activities (58 guidance practitioners and 32 unemployed) and 207 in multiplier events organised across the participating countries. Out of these, 205 were national and two international participants. Several labour offices expressed their interest in the created intellectual outputs.

The project “Mumpreneurship” is based on the values of gender equality and especially the participation of mothers in the field of innovative and social entrepreneurship. Both Eurostat (2019) and “Women’s Economic Empowerment” (2016) report provide strong evidence that women are lagging behind men in terms of the number of female business owners, the size of women-owned businesses, and their access to economic resources. Women’s economic empowerment is a cornerstone of the 2030 Agenda for Sustainable Development and Entrepreneurship 2020 plan. Even though data regarding women's careers and life balance and women's multiple roles and their coping strategies and mechanisms has been more prominent over the past three years (Brink et al, 2001), there are still major misconceptions regarding mothers in the workplace especially when referring to disadvantaged mothers; single mothers, migrant mothers, mothers with social needs.. The role of these misconceptions is evident in the amount of companies reducing their expectations to hire working mothers. There is evidence that the care of children plays a crucial role in mothers’ and households’ labor supply decisions: European data demonstrate that in 2017, the employment rate of women with children aged 6 or less was 64.6% in the EU as opposed to 79% for women without children.Despite strong legislation and in some cases, enhanced organizational benefits, one in three women, find it difficult or very difficult to return to work after maternity leave (Morris, 2008). OBJECTIVES-promote economical, social and gender equality in entrepreneurship-promote VET education accessibility on entrepreneurship education for mothers especially the disadvantaged ones-encourage psychological the women that they can be simultaneously a good mother and a good professional-bring out the importance of working and innovating for the mother's psychological, emotional, cultural, social balance and wellbeing-fight stereotypes against women who want to work again after their childbirth, especially the disadvantaged ones -inspire mothers through role-model education -enhance acquisition of key skills and competences to mothers-empower VET trainers/ educators/relevant professionals regarding mumpreneurship and offer them new toolsTARGET GROUPS-Mothers, Disadvantaged mothers (migrants, single mothers, mothers with special or social needs, abused mothers, unemployed etc): we aim to empower them through role-model game-based education approaches and positive psychology coaching, in order to find inspirational personalities and plan their careers without considering existing social stereotypes.-VET trainers/ educators/ relevant professionals as well as VET centers: we aim to extend their skills and competences regarding Mumpreneurship-Other relevant professionals and stakeholders like teachers, career coaches, centers for entrepreneurship, adult centers, Incubators and accelerators, universities, the third sector amongst others; we aim to make them aware about the project’s objectives, outputs and results.OUTPUTSO1- Role-model education toolkit; featuring real-life role model as well as activities for motivating of mothers to participate in social entrepreneurshipO2- Advocacy, self-advocacy and public awareness toolkit:; for step-to-step organization and implementation of events/workshops/networks/other activities aiming to encourage mothers return in labour sector and fight stereotypes and discrimination against them within the communityO3- Entrepreneurship education toolkit; for fostering development of entrepreneurial mindset and soft skills for mothers O4- Mumpreneurship gamified application; including material developed through O1, O2, O3 in a gamified way and enabling the easy access by all target groups especially mothersOUTCOMES-Staff and associates of the partner organizations including VET trainers, educators, mentors, careers coaches, other relevant professionals will learn about the educational tools created within the project. Expected number: 40-Mothers and disadvantaged mothers will participate in activities within the framework of the project or get aware of it through dissemination activities and events including online desk research sessions, pilot advocacy events, app, and multiplier events. Expected number: 80-People and institutions including mothers, husbands, adult trainers, professionals, enterprises, NGOs, women associations, Universities, incubators, authorities, other stakeholders etc will visit the project’s website which includes all the educational tools (O1,O2, O3, O4) and get aware of the project. Expected number: 1000PARTNERSHIPThe project meets a transnational need for innovation in the field of VET education of mothers in entrepreneurship. The partners IKF(Sweden), Challedu (Greece), Inova (UK), Standoutedu (Cyprus) come from different backgrounds and are capable of creating a holistic approach.