One of the four common EU objectives of the Education and training 2020 (ET 2020) framework to address challenges in education and training systems by 2020 is to enhance creativity and innovation, including entrepreneurship, at all levels of education and training.In the past years, more than one million refugees have come to Europe, and the influx will continue also in the years to come. Apart from political questions concerning their distribution, the most urgent aspects are their integration into our society and their employment. A refugee entrepreneur, like any entrepreneur, brings many potential benefits to the host community. First of all, an entrepreneur creates at least one job for her-/himself. In addition they can employ other refugees and/or host country nationals. The kind of businesses opened by refugees often reflect innovative solutions to local problems and are therefore more effective at addressing the needs of specific target groups than large, donor-driven programmes. Having a (social) enterprise can also help to create normality in a difficult surrounding. Providing familiar food or wedding dresses not only brings employment, but also ways to unite communities, preserve traditions and a sense of normality. Overall, it can be said that entrepreneurship improves the psychological well-being of individuals and the overall atmosphere.Becoming an entrepreneur is always a challenge and often not the most obvious choice for a refugee. He/she needs, above all, information provision, networking (with both other refugees/migrants and members of the host community), mentoring, training, and finally also investment and funding. All of these are equally relevant in the refugee context.Therefore, the overall objective of our strategic partnership is to provide an overview about projects, initiatives and methods which train, support and facilitate entrepreneurship for immigrants, and in particular for women.In order to reach this objective, the specific objectives are1)To implement an e-platform with an interactive database, searchable after various parameters, that describes and gives access to initiatives, tools and methods and other materials that have been identified and collected in the course of the project, concerning market conditions, policies, administrational settings, entrepreneurship skills and support programmes for immigrant entrepreneurs, in particular women, as well as how to train skills and knowledge to generate creative ideas especially in IT based business. . The database will have explanations in the languages of the partnership.2)To elaborate a Catalogue “Supports for Refugee Entrepreneurs” which will give an overview about the current situation of the specific project environment in the partners’ countries. It will be enriched with the outcomes of the transnational meetings of the four meetings in each partner country where experts from the respective national and local vocational counselling organisations will discuss these issues with the representatives of our strategic partnership. 3)To organise an online interactive Forum for exchange of experience and good practice that will promote networking and exchange activities not only among the partnership and VET organisations in their countries, but also on a European level. With new translation services, it will become possible to break down language barriers between users from different countries, and to foster exchange and assist initiatives that contribute to the European society as a whole.The target group of our project are VET and adult education trainers and organisations that will make use of the identified and selected materials to design and offer respective measures for refugees who want to become entrepreneurs.

Digitization is increasingly shaping the world of work. While computerisation has until recently been confined to routine tasks involving explicit rule-based activities, algorithms for big data are now rapidly entering domains reliant upon pattern recognition and can readily substitute for labour in a wide range of non-routine cognitive tasks. Advanced robots are gaining enhanced senses and dexterity, allowing them to perform a broader scope of manual tasks. This will change the nature of work across industries and occupations.A recent study (The Future Of Employment: How Susceptible Are Jobs To Computerisation, Oxford 2013) estimated the probability of computerisation for 700 occupations, and examined the impacts of future computerisation on the labour market. According to their estimate, 47 percent of total employment is in the high risk category, and many occupations are potentially automatable over the next decade or two.This means that most workers in transportation, logistics and in production are likely to be substituted by computers, as industrial robots are taking on the routine tasks of most operations.But also, many office support professions are endangered. Here, algorithms for big data are already rapidly entering domains that deal with storing or accessing information, making it probable that office and administrative support occupations will be subject to computerisation.More surprising is that also a substantial share of employment in services and sales will become the victim of computerisation in the near future. These findings are largely in line with recent documented technological developments including interactive tasks. and will concern, for example, cashiers, counter and rental clerks, or telemarketers. By taking this development into consideration, it becomes evident that employers will put more emphasis on basic and transversal competences and on creative and social skillsTherefore, the overall objective of our project is to raise awareness about these developments, and how this will require continuous skill adaptations, especially on personal competences and soft skills. Our aim is to inform people working in the labour market service and in vocational orientation and education about successful initiatives and methods for training, developing and self- improvement of personal skills, and for evaluating and assessing personal development and competences. In order to reach this objective, the specific objectives are1)To implement an e-platform with an interactive database, searchable after various parameters, that describes and gives access to initiatives, tools and methods and other materials that have been identified and collected in the course of the project, concerning the development and self- improvement of personal skills and competences and their evaluation and assessment. 2)To elaborate a Catalogue “Skills and Competences for Work in Industry 4.0” which will give an overview about the current situation of the specific project environment in the partners’ countries. It will be enriched with the outcomes of the transnational meetings of the four meetings in each partner country where experts from the respective national and local labour market and vocational counselling organisations will discuss these issues with the representatives of our strategic partnership. 3)To organise an online interactive Forum for exchange of experience and good practice that will promote networking and exchange activities not only among the partnership and VET organisations in their countries, but also on a European level. With new translation services, it will become possible to break down language barriers between users from different countries, and to foster exchange and assist initiatives that contribute to the European society as a whole.The target group of our project are VET and adult education trainers and labour market policy organisations that will make use of the identified and selected materials to design and offer respective measures for adults who need to adapt their skills and personal competences to the needs of the 21st century labour market.

<< Background >>Climate change is one of the greatest threats to sustainable development. The last five years have been the hottest on record since 1880. Sea levels are rising, and ever more frequent natural disasters, such as cyclones and tropical storms, are threatening people’s homes and livelihoods. Tackling climate change requires action at all levels of society, from individuals and educators to policymakers and businesses. By fostering awareness, capacity building and innovation, climate change learning helps communities and individuals to reduce greenhouse gas emissions and effectively adapt to the changing climate.In the past years, several EU wide networks and associations have launched topic-related working groups, such as for example the Europeana Network Association. More information and learning materials about climate have been published, which help learners understand the causes and consequences of climate change and empower them to take appropriate actions to adopt more sustainable lifestyles. At the current moment, several websites provide information in order to become a climate-literate person who 1) understands the essential principles of Earth’s climate system, 2) knows how to assess scientifically credible information about climate, 3) communicates about climate and climate change in a meaningful way, and 4) is able to make informed and responsible decisions with regard to actions that may affect climate.However, most of these portals require a reader not only with high motivation, but also with at least medium or higher education. They do not take into account the reading level of a big part of the population. To these people we must count an increasing number of people with migration background and refugees with low command of the language of their hosting country. Also, most of them come from cultures where, until recently, environmental thinking and aspects of sustainability have not existed. From these need analysis it comes the basic reason under the OneDegree project proposal.<< Objectives >>Aim of the project consortium is to produce and validate easy-to-use and friendly learning materials - using a simple language style, in order to reach the wider number of European citizens among people with migration background and refugees with low skills in their hosting country language - to make adult individuals and groups of adults aware of the consequences of climate change and of the impact it has on our environment and lives, that the project partners summarise in this very meaningful question: How much warmer is one degree? These materials will be made available at an interactive web portal and as mobile app for smartphones. Parts will also be available as podcasts or can be activated by smart-home voice assistants such as Alexa or Siri. Main project results will be: 1) OneDegree Educational Kit, 2) OneDegree E-Learning Course for trainers in adult education, 3) OneDegree Handbook, 4) OneDegree Web Portal, 5) OneDegree Mobile Application. All products will remain accessible at least three years after the end of the project, i.e., until 2027.The OneDegree project will last 36 months and will be implemented by a consortium of 4 partners from 4 member countries (Italy, Austria, Estonia and Cyprus). Due to the very important field of intervention, each partner will use its large network of similar organisations and stakeholders to give emphasis to the diffusion of the project’s contents and results, which will be available in 4 languages. During the project, transnational meetings and multiplier events will be held in all participating countries.<< Implementation >>The work of the project consortium will be broken down into a series of overlapping phases which incorporate the analysis, networking, and dissemination/communication of the project’s results. The work plan has been set out so that each new product makes use of knowledge acquired from the previous ones:1) The first step consists of the review of existing framework reports their update to the current situation. This outcome will influence the development of the English version of project results (especially Handbook and Educational Kit). 2) Parallel to these development steps, the IT partners will design the technological features (E-Learning Course, Climate Questions Portal and Mobile Application) which will make the project results attractive and usable. 3) The localisation into Italian, Greek and Estonian, and especially the translations of parts into Arabic, will be performed after the development phase. A critical aspect of the development phase will be to successfully follow a user-centred approach.Methodology for interactive e-learning course:Our Instructional Systems Design will apply the ADDIE Model (Analysis > Design > Development > Implementation > Evaluation), with the extension of a preceding planning phase. This framework helps our researchers to design and develop the climate change relevant information by exploring the levels of education and awareness at one end and the results expected at the other. The development work will follow the forward-moving model that culminates with evaluation. At this stage, the entire material will be tested from the angles of what, how, why, and when of the things that were to be accomplished. These tests will be carried out in the laboratories of the IT partner under participation of the other partners prior to the validation phase with the final target groups.Target groups and stakeholders will be contacted by each partner by establishing an Expert Group, which will assess the project according to their needs. Simultaneously, partners will communicate and disseminate the project and its outcomes to their extended network in a viral spread of the project through face-to-face, media and web activities. In the last six months of the project, partners will identify and map potential stakeholders that will be targeted in order to further exploit the outcomes of the project.The project coordinator will work in close cooperation with all partners to successfully complete all products and achieve all planed outcomes of the project, within the time and available resources. They will comply with quality standards that have been set in the framework of the project. The coordinator will provide support for day-by-day project management and administration through a close communication among all project partners. Bi-monthly Skype teleconferences, email exchange, phone calls and four face-to-face meetings will facilitate the coordination and information exchange among partners.<< Results >>During the project development, the following outcomes will be produced and finalised on its completion:Main project results: PR1) Educational Kit with training materials to make adult individuals and groups of adults aware of the consequences of climate change and of the impact it has on our environment and lives, PR2) E-Learning Course for trainers in adult education with suggestions on how to incorporate the project’s concept into adult education measures, PR3) Handbook targeted to the general adult public with lower educational levels, PR4) Climate Questions Web Portal, an interactive website which contains the project products, also for download, in four languages, besides climate related information and learning subjects,PR5) Mobile application for smartphones for accessing the project products.In addition, the following results will be elaborated with the budget for project management and implementation: - Project Management Guidelines: includes specific guidelines on project management, time and resources allocation, communication process and the project’s overall action plan. - Quality Assurance Plan: provides tools for systematic project monitoring, budget management and communication between partners and stakeholders, and provides objectives to assess the quality of progress. - Monitoring Reports: relates to how the monetary and non-monetary contributions and resources have been made available and used. - Evaluation Report: provides feedback on the project. The report will contain the accumulated findings:-- background of the project (justification, staff and resources); -- project environment and its context in other European programmes; -- comparison of the final state and the criteria set up at the beginning;-- impact of the project. - Project’s logo: the coordinator, with the support of an external designer, will develop the project logo, which will be the project’s trade mark and visual identity. - Newsletters: each partner will inform about the project, its milestones and current activities, in three issues during the project running. The contents of the three issues will be: -- Launch of the project, background.-- Results from the development process. -- Information about final results and multiplier events. - Flyers: they will be produced in the languages of the partnership plus English (4 languages). They will be distributed at meetings with stakeholders and organisations and will mainly serve as entry point to obtain further information at the Climate Questions Web Portal. - Dissemination Logs: each partner will register detailed dissemination activities related to the project that will be communicated to the partners.

Europe is facing a “longevity revolution”, as the number of old and very old people will increase in the coming decades: According to Eurostat, by 2060 one in three Europeans will be over 65 years old, and every 8th person will be at the age of 80 and above. Very old people will thus not be a small minority in our societies but a significant citizen group. The time has come to change the attitude towards them and to shift the focus from inabilities to opportunities and strengths. The older generation needs to be provided with educational support to enable them to remain active members of society and face the challenges of growing old independently for as long as possible. Statistics show that senior citizens are often missing out the lifelong learning opportunities, although lifelong learning is one of the key factors of successful ageing and helps the wellbeing of seniors in later life, stimulating their social inclusion and interest in life. As the world is transforming into a knowledge society, we increasingly rely on information delivered through computers and mobile technology devices. However, senior citizens form a large part of society that mostly lacks the required skills to participate in this development. This situation creates a growing group of disadvantaged citizens and contributes to the digital divide of European society. This imbalance also means lost opportunities, as technology can offer many ways of improving quality of life, especially for senior citizens. More than ever before, services, including public services and business transactions, are moving online. The absence of digital skills in senior population is often synonymous of social isolation, segregation in access to information and services, loss of autonomy and increased sense of inability to adapt to the society. Indeed, improving digital skills in seniors is one way of improving their quality of life through an active lifestyle and freedom of choice and decisions.Therefore, the overall objectives of this project are to•tackle the gap between ageing population and digital literacy and address the high necessity for digital key competences of seniors, and make digital competences more accessible to them •strengthen and empower professionals, carers and volunteers working with senior citizens, so-called “front-liners” who are in direct and frequent contact with senior citizens to show and to explain which initiatives and programmes exist for older people to learn how to use online tools that improve their health and life quality In order to reach this objective, the specific objectives of this strategic partnership are1)To implement an e-platform with an interactive database, searchable after various parameters, that describes and gives access to initiatives, tools and methods and other materials that have been identified and collected in the course of the project, concerning the promotion of digital skills for people living in the 3rd age which are needed to access public services online, to adapt to the digital-oriented world and to feel confident using online tools which help to improve their health and life quality. 2)To elaborate a Catalogue “Ageing in the Digital Age – Best Practice Support for Digital Competences of Seniors” which will give an overview about the current situation of the specific project environment in the partners’ countries. It will be enriched with the outcomes of the transnational meetings of the four meetings in each partner country where experts from the respective national and local seniors’ education organisations, professionals, carers and volunteers working with senior citizens will discuss these issues with the representatives of our strategic partnership. 3)To organise an online interactive Forum for exchange of experience and good practice that will promote networking and exchange activities not only among the partnership and seniors’ education organisations in their countries, but also on a European level. With new translation services, it will become possible to break down language barriers between users from different countries, and to foster exchange and assist initiatives that contribute to the European society as a whole.The target group of our project are not only seniors’ education organisations, but also other professionals, carers and volunteers working with senior citizens. The latter are in close and direct contact with the senior citizens. However, they are usually not informed about the latest developments of ICT trainings. Our materials will provide them with an excellent source which they can use in their regular work with seniors to show and to explain which initiatives and programmes exist for older people to learn how to use online tools that improve their health and life quality.

Most young people pass successfully through to adulthood and deal well with the challenges involved in growing up. However, for a critical minority, adolescence is a time when serious problems emerge or earlier difficulties escalate. They may have difficulties at school, lack good role models or the resilience to deal with new pressures or risks. Maybe they were confronted with alienation from a part of the population and experienced discrimination and open or hidden racism. Since they do not see positive social and professional perspectives, a raising number succumbs to the false promises of extremist ideologies, such as Neo-Nazi groups or the „Islamic State“.The consequences of not getting support can be very serious. „The best prevention is to stop people from getting involved in violent extremist or terrorist activities in the first place, or to convince them to turn away from such ideas and methods.... The people best placed to tackle the phenomenon of radicalisation are the so called first-liners – people in direct contact with targeted individuals or vulnerable groups of population“ (Radicalisation Awareness Network of the European Commission). These „first-liners“ need therefore new skills and competences to be better prepared to deal with intercultural tensions between diverse groups of learners and detect, at an early stage, indicators of radicalisation among their learners. However, many of them have had their vocational education years ago, and many of them are completely or partially unprepared to the changes in the way in which our society is organized and which conceptual aspects of radicalisation pose a threat. We will raise their awareness and identify initiatives, best practice examples and tools that help them do their work better, for example, to help find out who is at risk and the best way of helping people who need support. What tools and methods are available and most effective to provide this support? Who has undergone traumatic experience and shows a behaviour that is a consequence of post-traumatic stress disorder? How can a teacher detect such symptoms? The overall objectives are to identify and collect evidence-based approaches, initiatives, programmes and methods that show how to•make youth and vocational counselling services more attractive and to contribute to de-radicalisation.•counteract the negative effects of alienation that occurs frequently to adolescents and which often prepares the path to join groups with extreme ideologies, be it Neo-Nazi, the Islamic State or other terrorist movements•encourage young people to think critically about extremist messages•provide vocational teachers and counsellors with best practice about effective tools and methods, in order to help them do their work betterIn order to reach this objective, the specific objectives are1)To implement an e-platform with an interactive database, searchable after various parameters, that describes and gives access to initiatives, tools and methods and other materials that have been identified and collected in the course of the project, concerning awareness raising, training activities and didactic tools combating radicalisation that can be used by vocational teachers, trainers and counsellors. The database will have explanations in the languages of the partnership. 2)To elaborate a Catalogue “Prevention of Youth Radicalisation in Practice” which will give an overview about the current situation of the specific project environment in the partners’ countries, i.e. provide effective support to help vulnerable young people and to prevent them from being drawn into terrorist organisations and movements. It will be enriched with the outcomes of the transnational meetings of the four meetings in each partner country where experts from the respective national and local vocational counselling organisations will discuss these issues with the representatives of our strategic partnership. 3)To organise an online interactive Forum for exchange of experience and good practice that will promote networking and exchange activities not only among the partnership and VET13 organisations in their countries, but also on a European level. With new translation services, it will become possible to break down language barriers between users from different countries, and to foster exchange and assist initiatives that contribute to the European society as a whole.The target groups for our project are vocational teachers and counsellors. They will participate at the transnational partnership meetings for exchange of experience and/or receive information and best practice how to support vulnerable young people and to prevent them from being drawn into terrorist organisations and movements. The final beneficiaries are young people who are experiencing difficulties, especially NEETs (Not in Education, Employment, or Training) who do not see positive social and professional perspectives.