<< Objectives >>SUNRISE raises high school students' awareness of sustainable energy and related careers. The project promotes sustainability, and employability, and contributes to the European Green Deal and UN Sustainable Development Goals. The targets are students interested in sustainable energy. Collaboration is essential for achieving objectives and creating a sustainable energy future. The project benefits include promoting cooperation and empowering individuals to succeed in the sector.<< Implementation >>The SUNRISE project aims to raise awareness about sustainable energy and career opportunities among high school students aged 14-19. Through surveys, online resources, educational materials, videos, workshops, and networking opportunities, the project empowers young people with the knowledge and skills they need to pursue careers in sustainable energy, ultimately contributing to the development of green skills, sustainability, and a more secure energy future for Europe.<< Results >>The SUNRISE project aims to increase students' awareness of sustainable energy, improve knowledge and skills in the sector, and enhance employability prospects. Additionally, it fosters collaboration among partner organizations and encourages participation in sustainable initiatives. The project's outcomes and results are expected to be disseminated, leading to greater recognition and visibility within local communities and the wider public.

<< Objectives >>Our project is concerned with the increasing youth worker capibilities in the EU. Promoting the capibility of target groups includes offeringBy organizing local training and workshops, helping to improve key competencies by offering educational content on soft and hard skills. We want to contribute to improving the skills of youth workers, therefore we plan to give more educational information in the field of needs that youth workers face every day while communicating with young people.<< Implementation >>We will implement digital skills and competences and skills in forward-looking fields, such as VR, XR, AR, etc., which are essential for Europe's future sustainable growth and cohesion.The project can make a meaningful contribution by stimulating innovation and bridging Europe's knowledge, skills, and competence gaps.Support and facilitate transnational and international cooperation between organisations in the fields of education, training, youth<< Results >>The project expects the following results:At least 100 participants in the guidelines and auidio-visual educational content-at least 100 participants in local training and workshops-nearly 50 youth organizations will be reached via the dissemination activities (newsletters, social media posts, , e-tools, etc,), 96 youth workers and 1000 young people reached-at least 500 people joining/interacting with the social media (Instagram, FB, LinkedIn) pages

<< Objectives >>To increase running business created in Europe with a strong European identity. The European Frontrunner project aims to contribute to the creation and development of a transnational ecosystem encouraging the interaction between the needs and challenges present in EU regions and the marketable solution emerged by young entrepreneurs.<< Implementation >>(1)Country desks through interactive dynamics meetings held in each country where the groups will discuss and work on critical barriers and drivers for economic development in the format of desk meetings and thematic workshops ; (2)Creation of the new model of European Commerce and Business addressed to youth workers; (3) Forum to promote the training in Romania, Norway and Spain; (4)Sharing project results activities in Spain, Norway and Romania.<< Results >>Local business challenges are Europe's pressing social challenges. In order to tackle them, there is a need to join efforts. The Small-scale partnership project focuses on creating an ecosystem and training youth workers to engage regional challenges driven by young entrepreneurship across Europe. The project aims at increasing ground-breaking ideas, responding to solve regions most pressing issues while stimulating an entrepreneurial youth friendly ecosystem with a strong European identity.

<< Background >>For the past several years, refugee access to higher education has been a critical topic in the European context and represented a chance for universities to scale up services for all students, not just for refugees. Refugees can face many barriers to accessing higher education, including a lack of information, advice and individual guidance sensitive to their specific needs, inadequate provision of intensive language courses for academic purposes, and restricted access to government student finance schemes.Research with refugees and the experiences of service providers indicate that, amongst refugees who have completed secondary school, there is strong desire to attend university. However, refugee access to higher education remains limited - opportunities for refugees in countries of first asylum to pursue higher education are scarce, and the educational and professional needs of higher educated refugees do not play a prominent role in resettlement programs. At the same time, both asylum seekers and refugees face problems in integrating into the labour market in most Member States due to a lack of necessary skills and qualifications (EEPO Refugees synthesis report).Today, European teaching staffs are insufficiently prepared and trained to deal with diverse classroom settings. Educators are in need of training in order to deal with a culturally, ethnically, and linguistically diversified student population. This is clearly underscored throughout the interviews and focus groups with educators and policymakers made by the project team. The review of the current situation (Higher education for refugees, 2016) identified the importance of the following broad areas in effective higher education programming for refugees:- limited or restricted access to the labour market due to legal and administrative barriers,- access being hampered due to a lack of institutional support or poor resourcing of available support,- access to the labour market being further limited by low labour market demand which is a type of economic/labour market challenge,- a lack of language skills, low level of education as well as issues to do with the recognition of existing qualifications, as part of qualification/education challenges,- insufficient integration programmes, discrimination and tough cultural adjustment, as part of social challenges. Based on the current needs, the main focuses that the project will address is to tackle comprehensiveness of the refugee integration into society through participation in HE by upskilling the digital skills and competences of HEI educators. This will be achieved through interventions that combine innovative approach to the digital learning and compilation of existing data and necessary communication platform.<< Objectives >>The overall objectives of the project are:- to build digital education readiness among adult refugees/immigrants, and- to develop digital pedagogical competencies of higher educators.More specifically, DigIT will achieve the following specific aims:- develop and implement educational and mentorship resources that will enable higher education professionals (teachers, educators, administrative staff) to improve their knowledge and competencies on work with adult refugees in form of Toolkit to higher education training for educators, and- develop and use the open educational resource (OER) and free and open source educational platform by bringing together adult refugees/immigrants in form of Digital Database and Online Forum.A thoughtful and customised approach to academia and organisational structure which considers transferability, and has high quality staff with a good understanding of refugee contexts will be implemented. In addition, clear understanding and rationale for the pedagogical approach, clear resources and learning outcomes, with appropriate academic support mechanisms will be developed. Finally accessibility and inclusivity throughout all steps of education process will be taken into consideration as well as effective integration of technology in a manner appropriate for the operating context.<< Implementation >>The main activities planned for the project have been summarized in eight work packages (WP1-8) to provide a clear and complete work program. The project duration is 24 months (start date: 01/11/2021).WP-1: Project Management and Communication1 Organizing project meetings2 Preparing financial management presentation3 Overall coordination and project management4 Preparing risk management presentation5 Preparing contracts and signing with partners6 Creating infrastructure for communication and information sharing (Google drive etc.)7 Ensuring the overall quality of the project8 Checking and keeping project financial documents9 Accounting/financial controlling10 Preparing interim report11 Preparing final reportWP-2: Research activities (mapping, benchmarking and compilation of evidence-based data via formal and informal way, field research activities)1 Research Activities to Develop a Framework for the Toolkit2 Evidence-Informed Way (gathering documents and reviewing)3 Fieldwork (survey, interview)4 Focus Group Meetings and Evaluation of FindingsWP-3: Development of the Toolkit to higher education (HE) training for educators1 Design the structure of the learning toolkit, the learning outcomes and the training guide2 Development of the learning toolkit3 Translation of the learning toolkit in all partners’ languages4 Pilot testing and adjustment of the learning toolkitWP-4: Gathering the national and international data for the Digital Database:1 Focus group meeting (Determining the needs)2 Workshop (Preparation of technical specifications)WP-5: Development of a Digital Platform and embedment of Online Forum:1 Focus group meeting (Web platform mapping)2 Workshop (Preparation of technical specifications for web platform)3 Launching online platform4 Producing content and related learning resources6 Pre-test and pre-revision of Online ForumWP-6: Pilot testing for refugees/immigrants to test the Intellectual Outputs:1 Planning and Coordinating in Partner Countries2 Informing Participants3 Pre-End Knowledge Test for Participants4 Performing Face-to-Face Interviews with Participants for Feedback5 Analysing Findings and Process Assessment6 Revising and Updating Training Course7 Preparation of Pilot Scheme ReportWP-7: Monitoring, evaluation and quality assurance activities WP-8: Dissemination and communication activities<< Results >>The expected results during the project and on its completion are:-drafting a report analysis included best practices across Europe regarding digital learning for HEI educators-development of a learning Toolkit to higher education training for educators-creation of Digital Database and Online Forum-advanced cross-cultural cooperation among the project partners-increased capacities of project partners on social inclusion, project management and distant learning education-improved management competences and internationalization strategies of the project partnersTwo Intellectual outputs (IOs) will be developed during the project duration:IO-1: Toolkit to higher education (HE) training for educatorsIt will enable participants to:- Grapple with the particular difficulties that refugees/immigrants face in accessing, remaining and progressing in HE- Learn about the latest legal and policy developments affecting access to HE for this group of people- Grow in ability to meet the support needs of refugees and asylum seekers attempting to progress to university, including tips about advocating on their behalf with local authorities and universities- Identify the common barriers to fulfilling the desire and motivation of refugees/immigrants to access higher education- Give psychosocial perspectives on well-being of refugee and asylum seeking people and how to encourage a focus on education- Understand what different people with a variety of immigration statuses are entitled to deal with in terms of finance support: fee status, student finance, scholarships, grants and other forms of support- Consider alternative progression routes and funding options for refugees/immigrants who are not eligible for home fee status/student finance- Identify the language support needs and adapt the teaching process accordingly- Share best practice and practical information about how to help refugees/immigrants to move forwardIO-2: Digital Database and Online ForumThe web-based accelerator program is an interactive education platform for refugees/immigrants. This web platform will include the learning toolkit in digital format, as well as database that will represent:- Variety of study alternatives for refugees/immigrants in different EU countries (with focus on possibilities for distance learning)- Special programs/opportunities/incentives for refugees/immigrants- Process of entering the HE and other degree programs- National requirements for getting the HE.The tool will be developed by implementing interactive solutions and containing online career guide. Content in each topic will rely to a great extent on the use of pictures, videos and sounds, avoiding long texts where possible.

Europe has been facing the refugee issue since 2015. According to Eurostat, 612 700 first-time asylum seekers applied for protection in the Member States of the EU-27 in 2019, 142,500 of them in Germany. A total of 238,300 people with refugee backgrounds were living in Norway at the beginning of the 2020, according to Statistics Norway.More than three quarters of refugees surveyed by the Norwegian Refugee Council (NRC) have lost income since the start of the Covid-19 pandemic. This devastating economic impact is tipping many adult refugees into the unemployment and education crisis.The economic impact of public health measures to prevent the spread of the Covid-19 pandemic is having a devastating effect on refugees. Compounding numerous existing crises and challenges, Covid-19 related travel restrictions, the closure of markets and businesses, and the general economic downturn are causing the refugees to lose work and income as well as inability to access education opportunities.Refugees are among the most vulnerable people in the world and were already facing multiple crises before Covid-19. They have been forced to flee their homes, have limited access to work and education opportunities, often the result of insecure legal status, and in some cases they are faced with continuing violence, or hazards such as locusts threatening their crops. The pandemic and governments’ responses to it tipps adult refugees into a downward spiral that will be difficult to reverse.Creative thinking is an important 21st century skill required both in daily life and business life.The CreAdult project focuses on improving the creativity, design and art skills of refugee adults. This focus will increase their skills development and inclusion, as it will contribute to making them more resilient even in crisis situations such as COVID-19. The first target group of the CreAdult project is adult refugees who are interested in creativity, arts and design and / or have a career goal towards these sectors. Lack of such skills of adult refugees may cause them to experience problems in daily life and business life and face social exclusion. Adult refugees who consume different types of content in order to be creative, follow trends, try to create something every day and create a network for creativity will be able to continue their skill development in this way. The second target group of the CreAdult project is the adult education professionals, trainers, facilitators and mentors who are interested in creativity, arts and design as well as working in the fields of adult education.Think about ''When was the last time you found or did something really new and original?'' Creative thinking skills are a critical part of life, and it is very important to practice on it. For those that consider creativity and innovation to be gifts of nature, it is important to understand it is a skill that can be improved with the right training. In light of all these problems and needs, as the Project Consortium, we believe that creativity, art and design skills can help refugees to meet, communicate and become part of existing communities.The overall goal of the project is to improve the creativity, arts and design skills of adult refugees and to make them more resilient even in crisis situations like COVID-19 by developing an innovative platform that will bring together the creative hub and the academy. Due to the creativity is a multidimensional phenomenon that manifests itself in many fields and contexts, from arts and crafts to design, science, research and entrepreneurship; the CreAdult project targets to create a community of adult refugees interested in design, creative industries, arts, business development and social sector.The specific aim of the project is to develop and implement educational and mentorship resources that will enable adult refugees to improve their skills and competencies on creative thinking, arts and design thinking. The project also aims to bring together adult refugees and creative experts, innovation leaders, facilitators and mentors via digital creative hub.Refugee education is a common issue in Europe, and the education on creativity, arts and design requires a multi-cultural approach. The project consortium was formed by the gathering of 4 organisations from 3 different countries that operate in the areas of expertise directly related to the project focus. These organisations and their areas of expertise are as follows:- Furim Institute, Norway: Social inclusion of refugees; social innovation education.- Fundação Bracara Augusta (Human Power Hub), Portugal: Skill development on soft skills such as creative thinking and design thinking.- Ludwig Maximilian University of Munich, Germany: Research on adult education pedagogy.- Vision Lernpunkte e.V., Germany: Integration and education of refugees.