The world today is digital. In trainings, various types of digital devices are used. This includes desktop PCs, laptops, notebooks, Chromebooks, tablets, covertibles and smartphones. We call them “Multiple Devices”. They enable the use of technology enhanced trainings with an implementation of multimedia-based and interactive (M&I) training materials.This sounds simple – the problem is the delivery of content so that it is displayed (and can be used by the trainees) on all types of devices. Another issue (in this context) is the creating of high-quality multimedia-based and interactive (M&I) content – especially in smaller Adult Education organisations.The project serves to exchange experiences and to develop digital skills, especially in the multimedia area within the staff of the participating organisations. Furthermore, the development and use of M&I learning materials should be worked out together, brought into context with multiple devices and developed in a comprehensive documentation. A special focus is put on methodology and approaches to support seniors in this digital-oriented learning and trainings. Furthermore, the organisations will use the gained experience and knowledge to promote Erasmus+ programs - and in this sence especially courses - to all generations in their home countries.The project aims to increase the knowledge and skills in the participating organizations to create and use M&I content, with particular attention to multiple devices and a specific focus to seniors..The project’s objectives are planned to achieve the goals described.* Analyses of the use of multiple devices in Adult Education courses. This analysis does not exist for Adult Education currently. * Analyses and testing of the possibilities (tools) to create interactive and multimedia-based content (dependent of the course environments)* Analyses of possible platforms that support creating interactive and multimedia content.(Moodle is the standard here, but also alternative options, like some populas and easy-to-use Content Management Systems (like WordPress) as a learning platform will be analysed.* Establishment and set up of a community of adult education institutions, which uses multiple devices as well as they develop strategies to develop multimedia-based and interactive training materials.Four Adult Aducation (AE) organisations, well distributed in Europe and with complementary profiles will cooperate in this project: * EBI/EIE is an AE focusing on older people, established in a small town/rural environment (Austria); * AJITER focuses on younger people on a remote place (Azores, Portugal); * Brainlog is involved in AE in near context with authorities in a bigger city in Denmark, and * EuphoriaNet is a business-oriented AE organization in a European capital town (Rome, Italy).The planned activities focus on a practical case study about the versatile use of Multiple Devices, an analyses of available Multimedia & Interactive freeware tools, their usability and possible utilization for planning and developing training content (including the development of examples/pilots). Also, an analysis of possible learning platforms - as described above - will be done. Finally, the findings will be summarized in an “implementation guide”. A special focus is put to develop methodologies that support seniors best.Parallel to these activities networking will be undertaken to create a community of interested Adult Education providers in Europe. An ePale group will work as the core instrument to create this community.The methodology to achieve the desired results will be based on a cloud-based working platform where the content will be developed; ideas will be published there and developed in a joint group process using the classical tools like comments and suggestions. Physical transnational and virtual meetings will be part of the creation process. The project’s result will be several documents summarizing the findings with a central document, the “Implementation Guide for M&I based trainings using Multiple Devices”. Material will be published web-based as PDF end ePub but also in a printed version in English language.The impact of the project to partners and stakeholdes will be the competences to create efficient technology-enhanced trainings (using Multiple Devices and M&I tools) for the participating organisations and the upbuild community. The long-term benefits of the project will be the chance of further development of M&I based on the project findings. The availability of appropriate free tools paired with the knowledge of their use and the competence to deliver the M&I based content equally on all currently available devices is the starting point of further developments and amendments in AE trainings.

Based on the observation that many parenting support actions in France and in other European countries are mainly addressed to mothers, and that fathers do not always feel legitimate in carrying out this participatory process aimed at increasing their skills and parental knowledge (for lack of information, for fear of being the only father, etc.), the regional federation of Rural Families wanted to try to provide a concrete response, through the establishment of a European project making possible for fathers of children the opportunity to fully assume their role as parents. The objective is to develop the degree of involvement of fathers in the life of their children and thus promote the family well-being and the development of each of its members. The originality of the approach lies in the playful format used in the context of this project. Indeed, the project aims to design an Escape Game for educational purposes intended for fathers, adapted to the content of the training to reinforce the constitutive skills of parenthood and to the stakes of this one.As the leader of the project, the regional federation of Rural Families of Pays de la Loire collaborated with the following organizations, from 5 countries of the European Union which represent, by their geographical distribution, the cultural and political diversity with which are addressed family issues: VsI Skudutiskio akademija - Lithuania, Formacion para el desarrollo e inserción - Spain, Brainlog - Norway, I and F Education and Development Limited - Ireland. The European “Positive Paternal Engagement” project pursued the following objectives: identify the needs and/or difficulties of fathers in their daily role in rural areas, define the parenting skills to be developed, particularly with fathers, design and test Educational escapes games on these specific skills.This project took place over 30 months, between October 1, 2018 and March 30, 2021. In accordance with the provisional project, and despite the health context of the year 2020, the PPE project was able to take place and achieve the objectives initially set. A kick-off meeting was held in Angers on November 26 and 27 2018 to officially launch the project activities. This meeting made it possible to get to know the participating organizations as well as the interlocutors better, thanks to multiple icebreakers and networking games.15 project developers met during the training week in Norway from June 17 to 21, 2019 in Flåm during which project developers from 5 countries were able to train in the exercise and challenges of gamification (also called gamification ). The participants, made up of professionals or volunteers interested in the theme of parenthood - more precisely, fatherhood - were able to familiarize themselves with the policies and actions to support parenting that existed in the consortium's partner countries. The training week was an opportunity to experience an Escape Game and then to start thinking about and preparing the Escapes Games to be carried out in each partner country, according to the contexts and specificities of each country. The participants learned from each other's mutual experiences, while discovering the social and societal realities of other European countries. They also developed linguistic and intercultural skills, validated by the delivery of a Europass passport.Once the training was completed, these parenting experts got down to the preparation (from the design phase to the phase of realization and experimentation of the game with an audience) of the Escape Game deployed in each country with families interested in spending a fun and enjoyable time together, while developing parenting skills. These experiments were thus able to bring together around 100 families in total, coming from predominantly rural areas.Finally, a final coordination meeting was offered via Teams on October 15, 2020, replacing the trip initially planned to Dublin (Ireland). This meeting made it possible in particular to finalize the production of the project result: the methodological guide aimed at compiling the experiments and knowledge acquired thanks to this project. The latter is aimed at parenting professionals who want to know more about the opportunity to use games to boost parenting skills in a more fun and innovative format. It is accessible in each language of the countries making up the consortium. Ultimately, the consortium was able to integrate these games into their program of activities for families, and disseminate this opportunity to their networks of local and associative partners (social services, associations, NGOs, European networks, etc.).

The PlayIn project is a European project taking place in France (FACE), Italy (CESIE), Lithuania (LSU), Denmark (BrainLog) and Spain (Growthcoop) and financed by the Erasmus+ agency. Its objectives are to promote the skills of young volunteers in sports organisations and to promote the actors involved in socio-professional inclusion through sport. For 27 months, the project partners have built, in collaboration with the actors concerned - A pedagogical guide to support volunteers in the self-identification and valorisation of skills acquired during their sport experience(s) in the workplace. A PlayIn certificate is available at the end of this guide so that the sports organisation can formalise the recognition of the young person's skills. - A toolkit for sports organisations presenting the best inclusive practices in each project partner country. Sport organisations can find inspiration in this toolkit to set up their own actions to promote the socio-professional inclusion of young people. - The web platform http://playin-project.eu to give visibility to inclusive events and allow online management of volunteering. Each organisation posting an event is valued by gaining visibility and receiving the PlayIn certificate, thus joining the European network of committed actors.An impact report was also written despite the impossibility of experimeting the tools in sports clubs due to the COVID-19 health crisis. Instead, the report refers to consultations with volunteers and sports organisations.

<< Objectives >>M4Pris aims at developing up a peer support programme for prison staff, improving and promoting health in targeted prisons using a whole-systems approach, decreasing levels of job-related stress and burnout among prison staff, and increasing awareness of prison administrations and staff about environmental, organizational factors that impact the health and well-being of prisoners, staff, and the wider community.<< Implementation >>The activities implemented trough M4Pris are Blueprint of Prison Staff Mentoring with state of the art scientific review, prison staff needs analysis, best practice collection and definition of a mentors profile; a Peer Mentoring programme for prison staff; a Training Course for Mentoring Coordinators; Management and implementation activities; and Dissemination activities.<< Results >>As results, M4Pris will produce a Peer Mentoring Programme for Prison Staff, a Training Course for Mentoring Coordinators, informed by a Project Blueprint – consisting of a state of the art review, mapping of prison staff needs, and mentors profile. The research and Peer Mentoring Programme Evaluation will be published as a scientific article. Moreover, one international event and one transnational training event, involving more than 40 participants, will result from the project.

The Purpose of 3R (Respire, Remember, Respond) Emotional Intelligence for reducing recidivism project is to improve the social adaptability and resilience of offenders and ex-offenders, to promote their reintegration to society, and as a result to reduce recidivism. In this sense, Emotional Intelligence interventions, should be given to prisoners who will be released within 6 months. To complement this measure, a social adaptability survey should be given to offenders within at least 3-6 months of their release.The project plans to show the importance of the application of Emotional Intelligence tools and strategies for inmates who will be released within 6 months in order to reduce the levels of recidivism. The project will have a double line of intervention, both with inmates and with people who support the inmates in their attempt to reintegrate into society: guards, wardens andsocial workers, but also NGOs in the off-prison monitoring.This program is doubled focused. On one hand, it will work with inmates and on the other one people who make up the support systems for inmates in their reintegration in society. For prisoners it seems desirable to offer a comprehensive program which will help inmates learn how to integrate emotional intelligence practices into their everyday lives, for example, have training sessions focusing on stress handling, self-awareness and self-regulation. In parallel to this program for inmates, another should be offered for people whose role is to support the inmates in their attempt to reintegrate into society.These include guards, wardens and social workers (in prison monitoring), but also NGO and other kind of organizations (off prison monitoring) taking into account the extreme importance of the follow up in the first months after releasing.3R project will develop, pilot and implement a framework of methodology, tools, learning programs and recommendation for both targets. The goal is to endow the inmates to be aware oftheir options to design a different and new future from their last months in prison and their immediate release, the assumption of responsibility and the making of decisions and actions thinking in their reentry in society.The overall objective of this project is to introduce a training method based on Emotional Intelligence against violence and aggressiveness as working tools in penitentiary centers in order to break the circle of recidivism. Our method is to start at grass root level, and therefore our target group is involved in all the steps of the project.Specific Objectives1) Map the emotional intelligence introduction in the CJS (Correctional Justice System) of partner countries.2) Adapt the based learning experiences identified as positive practice within the partnership.3) Develop the 3R learning system for CJS clients and, in a second step, train professionals working with them (pilot in country partners throughout a Lifelong Learning initiative);4) Expose - at least - 140 inmates and 42 CJS staff and NGOs across the partnership to key competency-based learning experience.5) Stimulate the community reintegration of prisoners and offenders, applying the strategies previously experienced.6) Raise the awareness of involved local communities in the importance of Emotional Intelligence as a tool in the reintegration of inmates and offenders.7) Integrate the transferred 3R methodology in partners national training practices (for inmates and their reintegration programme).8) Bring into focus the value of 3R methodology as well as the sustainability of the methods and products resulting from the project, by offering at EU level advice on how the gaps in avoiding recidivism can be filled by key competency training.Results- Final products• A list of 10 main emotional skills needed by inmates in their attempt to reintegrate in society.• Two training pills and two learning tools (toolbox) for each of those previous defined skills.• A list of 10 main emotional skills needed by guards, wardens and social workers in their everydayrelationship with inmates and their support to the reinsertion.• Two training pills and two learning tools for each of those previous defined skills.• Information note on the project and links to online resources.• A website for the indefinite maintenance of the on-line course and contact details of tutors.