Media literacy is considered to be one of the essential competences needed to be mindful, resistant to misinformation and fake news, able to make reasoned judgments about our life realities. The project derives from the experience of project partners and addresses needs of adult educators and learners to be knowledgeable and skillful in media literacy for their own and future generations’ well being. Project aims at supporting adult teachers, who want and need to improve their professional competences working with diverse audience of parents and grandparents in order to deliver high quality media literacy programs. Project also aims at supporting (and grandparents) in making them possible to contribute to their children safe, meaningful and wise use of media tools (including digital), as well as developing critical attitudes and habits. This project seeks to promote media literacy as broad and comprehensive concept, not limited by technological understanding and skills, but as a concept that embraces all parts of it and serves for: a) widening personal horizons; b) strengthening professional competencies; c) encouraging and supporting inter generational, intercultural dialogue; d) empowering for critical actions and e) contributing for democratization processes in each separate country and at overall EU level. The project consolidates efforts of 4 organizations from Lithuania, UK, Germany and Spain. The partnership is going to work jointly on development of 3 intellectual outputs: 1) Training course and training materials for adult educators for work with parents (grandparents; 2) Methodology and materials for parents (grandparents) to be used for work with children (grandchildren) at home.; 3) Collection of the „APRICOT“ stories – narrative and digital testimonies of adult educators and parents (grandparents’) about attentive parental education for wise being and co-being in changing times. Project outputs will be developed in Lithuanian, English, Spanish and German. All three outputs are separate and interconnected at the same time. They are coming from the unified vision and concept developed by the partnership. The partnership is going to employ and adapt Critical Thinking, Inquiry Based methodologies in developing its own approach or production of the first 2 outputs; and Narrative History methodology for development of the third output. The first output is going to be tested during international teaching-learning event, the second one – during national ones in each partner country. All outputs will be presented during multiplier events at the end of the project and stay open for use of all interested bodies after it. Dissemination and valorization of the project results is embedded in the project design. Project partners commit to use, adapt, to disseminate and promote project at organizational, local/regional, national and international levels long after the project end. The direct beneficiaries of our project are adult educators/teachers and parents (grandparents), indirect - young generation. But the project is not limited to those groups. The partnership intends to develop products to be useful at certain extend by other groups as well - class teachers, that work with parents; family counselors, that work both - with children and their parents; media professionals willing to work with adults; etc.

"In the last few years, Europe has been experiencing a massive increase in migration flows. The European Union has to face an unprecedented humanitarian emergency and it needs to find a solution to integrate a large number of migrants who, most of time, have no command of the host country language, struggle to get adjusted to European social and cultural dynamics and lack professional skills necessary to get included in the labour market. In this situation, the present project aims to offer a support for migrants’ professional integration and social inclusion, by improving their knowledge of the host country language and culture, while providing them with useful information on the labour market and skills needed to enter it. In order to reach these objectives, partners built on the already existing training platform implemented for the past project “Vocational Guidance in CLIL” (link: http://vgclil.eu/training-platform). In the former project, young European adults looking for a job abroad, in one of the partnership countries (Austria, Belgium, Italy, Spain and United Kingdom) where addressed. The training material used CLIL methodology which aimed to improve one’s knowledge of the host country language (levels B2-C1), while building awareness on the host country labour market. The present project completes the former one, building a new platform specifically designed for migrants living in one of the 5 partner countries, regardless of their status, with a basic command of the host country language (levels A1, A2 and B1). The platform introduction and the main instructions for registration and for exercises have been translated in a selection of languages commonly spoken by migrants (Arabic, Farsi, Pashto, Russian and Turkish), in order to assist users during the first steps of their learning pathway.The platform displays different modules for each language level (A1-A2-B1). Each level has 5 units with 3 sections to each unit including a short presentation and an exercise. Exercises are designed with a visual approach, using images, videos and short sentences, rather than long texts, and they address topics related to social and cultural inclusion as well as labour market and work culture like, for example, job offers (where to find them), how to apply for a job, work legislation, social manners, public holidays, recognition of skills, schools and nurseries, public transports. Finally, an encouraging and interactive interface rewards users for correct answers and good performances. The unique Intellectual Output (the training platform) has been developed though the following 6 activities: A.1. Research on target groups’ needs: all partner countries made a survey amongst relevant organisations working in direct contact with the target group in order to make sure that training modules meet users’ needs. The questionnaire investigated, among others, languages to use for the platform interface and topics particularly useful to migrants looking for a job. A.2. Guidelines to produce social inclusion and vocational guidance contents: based on the needs analysis, the partners decided which topics to address in the training modules. A.3. Production of CLIL material: each partner produced didactic materials in their own language using the CLIL methodology and addressing the topics selected in the previous activity. A.4. Technical implementation of the training platform prototype: implementation of the platform with the exercises and materials produced by the partners. A.5. Piloting: In each partner country, the partners and their associated partners (involved in migrants’ inclusion) provided a group of volunteer participants for the platform testing. Their feedback has been analysed in five National Reports and then compiled in one final Transnational Report. A.6. Production of definitive material: final version of the training platform VGCLIL for migrants, based on the results of the piloting phase.During the piloting phase, the platform has been used with a total of 70 immigrants and 16 trainers/teachers/supporters. According to the feedback collected from the participants, the platform is appealing, intuitive and easy to use. It can be used either with the support of a trainer or in complete autonomy on any device (computer, smartphone and tablet). This feature makes the platform available to a large number of users, including those who do not have access to training for different reasons (they do not know how to do it, cannot afford it, have to take care of children, etc.). The platform is freely available for all potential users. During the Covid-19 pandemic, most of the training activities in many European countries have been converted in virtual sessions through digital devices. The Training platform ""Vocational Guidance in CLIL for migrants” anticipates these new challenges and offers an alternative solution to maintain the training opportunities available for all in the digital age."

To stimulate the economic growth and fight unemployment, the European Commission considers workers’ and citizens’ free mobility as one of the most important rights to encourage, because it is an essential component of the common labour market. Given the context of severe economic crisis that characterises Europe at this historical juncture, and the consequent difficulty of interpreting the needs of a labour market in strong contraction, European workers’ free mobility may contribute greatly to tackle socio-economic changes and thus to achieve the main targets of Europe 2020 Strategy for growth, jobs, social equity and inclusion. However, in order to achieve a strong, sustainable and balanced growth, European Union needs a skilled workforce.The project’s objective is to promote the free and successful movement of workers in Europe through the use of a Content and Language Integrated Learning (CLIL) methodology. For this purpose, the partnership has developed an Open Educational Resource, the VGCLIL training platform, whose target users are adults, employed and unemployed, who completed/are completing their education and plan to look for a job abroad to start their professional life or to make an experience that will enrich their competences.Partners:INFOREF (BE): non-profit with a long experience in European project management, e-learning, and website development.BEST (AT): provides continuous training, vocational qualification and career services to young (+16) individuals and adults.Universidad de Murcia (ES): university covering 8 scientific areas, including humanities. The involved staff is expert in language learning and linguistics.Apricot (UK): non-profit that contributes to a strong, sustainable and socially inclusive economy by promoting and facilitating learning, training and development in and for the workplace.ASTERES (IT): organises and promotes initiatives to foster workers and citizens’ free mobility and positive inclusion in the job market. They are involved in vocational guidance, language learning and ICT.The training platform was created in partners’ national languages (French, English, Italian, Spanish, German) and structured as a CLIL course with gradual difficulty, to constitute a useful language tool that aims to strengthen the communicative competence of the trainees. It is available for B2 and C1 levels and is divided in 4 modules (job search skills, job applications, interview skills and intercultural skills). Using various supports (texts, videos, audio files…), the platform enhances learners’ communication in a foreign language while providing them with vocational guidance on such topics as: how to write an effective CV and cover letter, how to behave during a job interview, etc. The training platform is freely accessible at http://vgclil.eu/training-platform.Firstly the partners produced two sets of guidelines to produce the materials following the CLIL methodology and regarding content learning. They agreed on the topics to be treated and the form they would have (text, dialogs, videos, audio files, etc.) in order to have homogeneous materials. Each partner produced didactic materials in its own language using the CLIL methodology. A sample of the target groups with different background in terms of age, education, job experience and social status participated in the piloting phase. This phase helped the partners produce the final version of the platform.The project gave the partners a new tool they can use in their training programme and everyday practice, and gave them the opportunity to acquire knowledge about employability in their country and in Europe, to acquaint themselves with the CLIL methodology and to create materials specifically designed for e-learning. The pilot users acquired important knowledge and skills related to job search abroad and to the command of a foreign language. Based on their feedback, users of all countries usually feel better prepared and more confident for their job search. These first results indicate that VGCLIL is relevant and appropriate for its objectives.As long term benefit, VGCLIL will contribute to change European workers’ mindset, and make them plan their professional life not only in national but also in European terms. The project is also going to encourage trainers and guidance operators to include CLIL methodology-based tools into their activities, and will contribute to exploit this effective methodology outside the usual path of formal education demonstrating; it could be particularly useful in the field of adult education. Ultimately the greatest impact will be to contribute in Europe to the fostering of a well-performing training system, which provides European workers with the skills required by the labour market and the economy. The partners and the organisations involved in the project implementation will embed the platform into their usual guidance activities, ensuring the sustainability of the results.

Early school and iVET dropout and NEETs in the last decade have been increasing in all EU countries, although with different rates and drivers, Preventing and contrasting ESL and NEETs is at the centre of the agenda both at the EU and national levels in order to support inclusive, competitive and sustainable development processes. That calls for a need of sharing and building models, resources and competences by actors operating in diverse job and educational systems. The student awareness, motivation and engagement as well as the trainers (and educational system) competences in designing effective, personalized and engaging learning and job orienting processes can address the key determinants of a vicious circle based on the progressive decreasing of both expectations and competences.This is exactly the focus of the project SAVE (Self Awareness, evaluation and motiVation system Enhancing learning and Integration to prevent and contrast ESL and NEET) aimed at define and validate innovative models, approaches and tools supporting personalized, active and engaging youth personal development processes, based on self-awareness, reflective and participative based learning models, preventing ESL and NEET phenomena, contemporaneously addressing:- Students’ engagement and motivation by implementing self-awareness/evaluation tools, inclusive guidance and learning solutions supporting reflective, engaging and active behaviours;- Trainers guidance and learning role empowerment: by adopting pedagogical models based on: self-evaluation, learning personalization, digital portfolio and technology enhanced environments;- School and iVET responsiveness: by implementing stronger dynamic link between education and job market, leveraging on the competencies’ recognition within the SAVE portfolio framework.The SAVE system has been: realized, starting from the valorisation of partners complementary competences, resources and experiences; validated within a wide piloting framework, both at national (IT) and partners countries level (ES; UK; CZ). Around 300 youths and 133 trainers were involved just considering the piloting action.Six partners from IT, CZ, ES, UK, with consolidated experiences and representing SAVE targets, carried out the project by expressing complementary competences and resources, related to: self-evaluation and learning personalization (Ciofs-Fp, Educomm, Apricot, Navreme); technology enhanced systems and models (Navreme; Educomm; Apricot; Cultorale); target representation (CIOfs-Fp; Sanviator; Educomm); VET methodologies and organization (Ciofs-Fp; Cultorale; Sanviator).Five intellectual outputs, 8 multiplier events and 3 final conferences, supported by robust communication, dissemination and project management actions and processes allowed to achieve the project goals by:- carrying on a transnational scenarios and need analysis on models, practices and experiences aimed at clustering the targets and focusing SAVE design drivers;- adapting existing (also by creating a common SAVE clipping base) and further developing innovative tools, strategies and resources on the bases of the main scenario evidences;- defining the overall SAVE models and its architecture in terms of web enhanced solutions supporting learning personalization and guidance strategies based on self-awarded, motivated and active processes;- developing the SAVE resources for both youths and trainers and integrating them within the web enhanced SAVE system;- validating and fine-tuning SAVE system and its resources within 11 Italian Centres and in each partner countries. An iterative and multidimensional design-integration-validation approach has been employed, valorising the involvement of targets since the very first project stage to its follow-up, supporting both its improvement and fine tuning as well as its sustainable valorization.The evaluation of the piloting action has also represented the basis for the development of SAVE Recommendations addressing contemporarily the three levels: the system, professionals (trainers, schools and VET organizations but also mentors and companies, job placement) and youths. The results achieved are: the integrated web-enhanced SAVE system, supporting innovative self-awareness and evaluation tools and strategies supporting the learning and development process; recommendations, toolkit and resources; a wide clipping basis of resources; a consolidated and further developed SAVE network; the resources produced for the wide and constant dissemination actions. SAVE main impacts attained refer to all the three levels (youths and system, trainers and organizations, job and placement) both at national and EU level. The expected long term benefits can be related to two directions: the reduction of youth exclusion by enhancing employability (and transversal competences) both as personalized, (pro) active and aware development behaviours and as organizational (companies, schools, VETs).

An increasing number of European countries is implementing online civic and commercial services to enable easier, cheaper and faster administrative operations for citizens. The future trend is obvious: the demand of such services will increase significantly and so will the implementation by governments and businesses. Even though e-Government and e-Commerce offer a myriad of benefits, taking advantage of such services requires a certain amount of digital skills and know-how, which disadvantaged groups of people often lack.The objective of My e-Start is to equip disadvantaged groups of people with skills necessary for using the most common e-Government and e-Commerce services in their countries and ensuring a positive (first) e-experience as well as a sense of digital achievement. My e-Start is focusing on a group, which is particularly vulnerable to digital exclusion, namely the elderly, those with low levels of education and training and those with a migration background.The main output of the project is the development of an extremely simple online course and a user-friendly e-platform adapted to specific needs of the target group. Both the online course and the e-platform will put a particular emphasis on the use of ‘easy language’, simple instructions, clear visual elements and well-structured content to avoid confusion and overstress of the target group. The aim of the online course is to provide disadvantaged groups of people with very basic knowledge about common e-Government and e-Commerce services in their countries (e.g. e-banking, tax declaration, e-card) and how to use them. To ensure an implementation of the course in different contexts and environments, My e-Start will design and develop a comprehensive manual for adult educators and/or training providers working with the target group and intending to implement the online course into their curricula. The explicit aim of My e-Start is to contribute to digital inclusion of disadvantaged groups of people and address the increasing digital gap by designing, developing and promoting sustainable and tailored products, which are widely applicable and highly impactful. The project consortium consists of experts, who have vast experience in areas including adult education, digital competence and the inclusion of disadvantaged groups. During the whole duration of the project and beyond, partners will ensure an extensive dissemination and valorisation of the project through established national and international networks of key stakeholders to guarantee high visibility and a widespread effect.