"NEw TOOls for Learning in Adult age - NEver TOO LAte is a 27-month project (October 2019-December 2021). The project is developed in 6 European countries: IT-GR-ES-PT-A-D. These are Countries affected by: general progressive impoverishment due to economic-socio-cultural crises occurred over time; political issues related to the lack of measures in favor of processes of integration and inclusion of people in marginal or deprived conditions; high unemployment rate mostly affecting young people, women and people poorly or at all qualified; incoming strong migration flows from countries afflicted by poverty and conflict.The priority addressed is social inclusion. In particular, the project aims to:a) develop tools to encourage young people and adults with poor or no schooling, EU and non-EU citizens, to improve and/or develop their functional lityeracy, numeracy and digital skills; to increase the ability to learn how to learn; to improve social and citizenship skills, such as the ability to act as responsible citizens and to participate fully in civic and social life. The project aims to involve 200 young people aged 16-30 with a particular focus on: poorly or not literate adults with a high risk of socio-cultural marginalization and with limited access to citizenship rights; applicants/holders of international protection; women at risk of exclusion and/or victims of trafficking and sexual/labor exploitation, beneficiaries of protection measures; unaccompanied foreign minors no longer subject to compulsory schooling (over 16); young and adults of Roma ethnicity, both male and female.b) provide methodological tools to 80 professionals in basic education and citizenship for adults, identified by partners among trainers, educators, teachers, cultural linguistic mediators.I partner sono:Legal entities participating in NEver TOO LAte are representative of 6 European countries: Italy, Greece,Germany Austria, Spain and Portugal. Project coordinator is Dedalus (IT), a social cooperative actively engaged in the promotion of inclusive services and paths targeting minors, young people and adults, both EU and foreign.The partners are:• STUDIO ERRESSE (IT) cooperative company expert in monitoring, evaluation and consultancy for third sector entities; and research, orientation and skill assessment;• DAFNI KEK (GR) institutions with strong experience in educational activities, particularly in digital skills learning, life skills and soft skills;• TEI WEST (GR) institution expert in the design of innovative digital technologies for learning;• VHS CHAM (D) involved in training for women (migrants and refugees) especially in the field of digital and linguistic skills development (English, German);• VHS WIEN (A) institution working in the field of professional training and social research;• CLUBE (PT) non-profit organization operating in Portugal in the fields of youth, education, training and employment;• UHU (ES) public university in Huelva which manages Erasmus + mobility projects for students and professors and participates in several Erasmus Mundus projects.The Macro phases of the project are:• PREPARATION AND IMPLEMENTATION (Lead partner DEDALUS)• MONITORING AND EVALUATION (Lead partner Studio Erresse and VHC Wien)• DISSEMINATION (Lead partner VHS CHAM).• COMMUNICATION (Lead partner STUDIO ERRESSE)4 Multiplier events are planned in 4 of the partner countries (Spain, Greece, Germany, Italy), to disseminate intellectual property and Recommendations.To achieve its goals, NEver Too LAte will produce 3 Intellectual outputs:a Comparative Research, with the analysis of methodologies and positive experiences in partner countries (Italy, Germany, Portugal, Spain, Austria, Greece) in the the project field of interest; a ‘MyDigital FlipBooks’ Multimedia Library for the use of professionals, to support young people and vulnerable adults in lifelong learning paths; a Basic Learning Platform compatible with all digital devices and aimed at motivating young people and adults to complete learning paths to basic and citizenship skills.Expected outcomes are:- increased number of adults and young people, EU and not-EU, with poor or no schooling, motivated to develop/improve functional literacy, numeracy, digital, social and citizenship skills according to their social inclusion needs and aspiration.- improved abilities of professionals, in motivating the project target groups to learn and enhance their skills.- effective ""awareness, orientation, and motivation to learn"" strategies implemented at the community level, for the benefit of particularly vulnerable non-literate people"

After the outbreak of the economic crisis in 2008, EU still struggles with its consequences. It has particularly affected youth, who are still at risk of becoming a ”lost generation” with limited possibilities. Moreover, young people’s discontent in regard to their exclusion from the job market undermines their belief in the capacities of the state as well as the EU in general to satisfy their needs, resulting in growing Euroscepticism and support to extremist political parties. With a lack of responses to these challenges on a state level, various initiatives emerged from the bottom up. Co-working is one of them, a phenomenon that experienced a boom in the last years, bringing a new dimension to self-employment and entrepreneurship. At the core of coworking is the idea of re-establishing community, increasing collaboration between people, increasing their capacities and skills. Such an approach facilitates networking and helps sharing experience, enhances productivity, boosts innovation and creativity. The advantages of co-working is twofold: first, it allows to develop professional work while combining various skills and specialization; second, it facilitates the development of a mentality based on the values of inclusion, belief in the strength of collective actions and solidarity. INCOME investigated the various methods of co-working and how they can be relevant for social inclusion, culture, business incubation and other fields. INCOME was multi-layer initiative aiming to find new opportunities within the concept of co-working by acting within the intersection of culture and economy, brought on by 9 different partners from March 2017 to February 2019. With its eclectic mix of partners - representing both culture organisations, municipalities, NGOs and business incubators - from around Europe, it explored possibilities to achieve job sustainability and opportunities beyond and across traditional formats, borders and methods. Different European dimensions, both theoretical and geographical, were investigated. Putting co-working at the centre of the discussion gives opportunities to map connections between various forms of creative industries, civil society organisations and new types of economies. A critical overview of where and why we are at this moment, including an analysis of how we talk about the issues and what our conceptual understanding is, has been a crucial starting point. Through activities such as transnational meetings, conferences and professional work exchange an array of different approaches were gathered, best practices shared and new ideas were allowed to emerge. INCOME also applied a critical approach to co-working. What kind of social and economical patterns do we reproduce when defining our working environments as co-working spaces? What type of impact on our societies do we strive for when re-designing work as co-working?The project largely depended on accumulating varied types of knowledge and experiences, through professionals visiting each other’s organisations, following their work and activities, taking part in meetings and study visits and getting to know the local situation - job shadowing. This does not only promote sharing of ideas and best practices, but also helps to quickly get insights into each other’s work, allowing to form new networks and relationships and understand how we can make use of the experiences, a good breeding ground for future projects and further exchange. Afterwards, the participants function as “multipliers” through employing new methods in their organisations and spreading the knowledge to their different target groups. At local level, partners have conducted their own local stakeholder meeting or activity, in order to disseminate results as well as to further deepen the knowledge about the topics. Through the INCOME journey partners dove headfirst into the world of co-working. When implementing and spreading the conclusions, these could allow a more dynamic labour market with the contribution of the dimensions of culture, innovation and technology. At the end of this journey made of exchange, research, and inspiration, the project found strategies and actions that can result in successful co-working practices: In short: Be Fully Part of Your Local Community; Give Your Community Specific Added Value; Be Protagonist of the Scientific/Technical World; Learn From Culture and Artistic Methods.The ideas and experiences are gathered in the publication “Exploring collaboration experiences and innovative work spaces in Europe”, where in dept texts and analyses are combined with conclusions and the partner’s own experiences. Within the network of partners, new ideas have already started to form in different constellations. Co-working as a concept will be implemented in many future activities - not only those addressing youth or unemployment, but as a fruitful thought-model and method to develop businesses, communities and culture.

As Europe and the world turn towards nationalism, there would be a fracture between, on the one hand, young people open to difference and exchange and, on the other hand, isolated senior citizens filled with an anti-European spirit. Society today is marked by ageism: depending on one's age (and whatever one's age), one would be inclined to, or incapable of, thinking, doing and acting. A certain view that obliges us or prevents us. And limits our power to act. The ReD Senior Inter project intends to strengthen the development of the key competences of senior citizens through the internationalisation of educational actions. Through this project of exchange of practices which brings together 3 European partners (the Clube Intercultural Europeu in Portugal, the Associazione N.E.T in Italy and the Ceméa Occitanie in France), the objectives are to strengthen the skills of senior education staff in the educational actions they can develop with their audiences, to experiment international mobility actions with senior audiences, and to identify and enhance the contributions of this European dimension in the educational path of seniors. ReD Senior Inter is complementary to the training, support, partnership work and internationalisation actions already implemented by the 3 partners. The activities set up during the 24 months of the project involve staff working in education, training and support for senior citizens, meaning the partners' teams, as well as staff in the fields of education, animation and social work who are involved in the local community and who carry out educational activities for senior citizens. With 4 joint training events, the production and dissemination of methodological and pedagogical tools, and dedicated dissemination activities, ReD Senior Inter will enable them to develop new educational projects through the use of information and communication technologies, and the knowledge and understanding of European mobility programmes.People over 60 years old, considered as senior public, are involved in 3 mixed mobility and dissemination activities, which aim to change their relationship with society and to enable them to develop key competences in a collective dynamic, and thus to reinforce their empowerment. 3 transnational meetings, a collaborative platform and remote steering tools are being set up to facilitate the organisation and implementation of the project by the partners. Dissemination activities are an integral part of the project activities, as they respond directly to the objective of enhancing the educational contributions of the international dimension in the acquisition of key competences for adults. As a result of this project, staff should have acquired new methods and an openness to new working methods that they can use in their work with senior citizens and, more generally, with people in difficulty. The project partners have a strong territorial presence and local partners (socio-educational structures, associations, institutions, public authorities, local media) with whom they work closely and who are indirectly involved in the project. Through the activities implemented, the ReD Senior Inter project promotes learning by experience for all the actors involved directly or indirectly, which helps multiplying the impact of the project on both a local and international scale, and encourages the sustainability of the project beyond the 24 months of ReD Senior Inter. Finally, the partners also have the particularity of being professional training centres. The methods and practices acquired during the project will be multiplied among our learning audiences, in particular social workers and people involved in the education of seniors.

"For people from disadvantaged groups and low-skilled persons, Informal Transversal Skills are often the ""key"" to access a job and are likely to become essential in today's work environment: Whilst digital and technological developments replace many low skilled jobs, it is increasingly important to have skills that can not be replaced by computers or robots. Disadvantaged and low-skilled persons often lack formal qualifications and are not aware of their often high levels of transversal skills such as teamwork, customer orientation and work under pressure.The first step for these groups is therefore to have their personal informal transversal skills recognised and then to either use these to find employment or to learn new skills and improve existing skills. The VALITS 2.0 project will develop three tools that a) provide low-skilled workers with a detailed and objective assessment of their informal transversal skills ,b) suggest pathways to learn and improve those skills, and finally c) train professional qualification consultants in the better use and assessment of informal transversal skills. Through these tools, the VALITS 2.0 project will enhance access to training, qualifications and employment for low-skilled workers by1.) assessing their Informal Transversal skills with a tool that guarantees objective results (the user does not self-assess and is not aware of which skills are tested),2.) validating their skills by making their Informal Transversal skills visible and documenting them in a credible Skills Certificate that employers can trust,3.) supporting them by connecting the VALITS 2.0. Assessment Tool to a Learning Guide that helps to find resources to improve their skills (online courses, group training courses, MOOCs, national support systems) tailored to the individuals’ needs, and4.) providing a Training Manual for professional qualification consultants of how to support disadvantaged and low-skilled persons in identifying and better using these skills. The partner consortium brings together five partners from five EU countries who are closely linked to working with low-skilled persons, have close ties to employment services and are experts in qualification and skills analysis. They will jointly:a) develop an innovative free informal skills assessment tool that uses fully interactive test, gaming elements and 3-D environments to detect and assess users' skills,b) identify learning and training options and pathways for the users to learn and improve these important skills,c) compile and design a Training Manual to support qualification consultants in their use of informal skills,d) organise 5 national workshops and an international conference to disseminate and multiply the use of the developed tools. The immediate expected impact of the VALITS 2.0 project is to generate for disadvantaged groups and low-skilled persons (target group a) through the VALITS 2.0 Assessment Tool and the Skills Learning Guide - a diminutive effect on unemployment or job insecurity ,- to generate a positive effect on their job mobility, and- through this to foster social inclusion.The impact for professional qualification consultants (target group b) will be in the provision of an effective new tool-set, combined with a training directed especially at them. At the same time it will offer employers an objective tool to assess informal skills of future and/ or existing employees.In a wider perspective, the VALITS project will be designed with scalable and transferable outputs. By incorporating components of several EU tools into its methodology (such as ECVET, Europass and ESCO), the project will develop a model that can transferred to other target groups in order to support the mobility of workforce across different sectors and create flexible pathways in line with learners' and employees needs and objectives. The project will thereby deliver an important contribution to the “New Skills Agenda for Europe”, that aims at “making better use of the skills that are available” as well as fulfilling the requirements of the ET2020 strategic framework."

This transnational project will bring together over 80 youth workers from 27 organization working on various continents. The project will focus on supporting youth using progressive education practices and he will take place in various contexts during two years. This project’s goals are to:1. Promote reflection on and analysis of how progressive education practices allow for support of youth in various socio-political contexts. To accomplish this goal, we will utilize action research methodology to foster the relationship between the theoretical reflection dynamics and the fieldwork carried out by the associations. 2. Support European youth engagement by developing international mobility between associations through an international volunteer project developed jointly between members. This project will encourage strengthening of associations’ projects through youth engagement. 3. Develop a mapping of the Ficeméa members and a training about advocacy and improved knowledge about european an international environement. 3. Train youth actors on gender issues and in particular gender-equal writing. Committing to deconstructing and then reconstructing language also implies deconstructing ideas and representations to change reality. We would like to complete various materials: - a review of progressive education- a quality reference document and a joint project to welcome and send volunteers within the network - a guide to gender-equal writing and its use in other linguistic contexts -a report about a participant action research-a tool kit about advocacy and mapping of the international and european institutions-This project will have the following impacts: - Promote progressive education practices through implementation of an international review of progressive education by local, national, and international partners.- Introduce gender to youth worker practices in their projects with youth as part of an intercultural perspective. We will create a guide on gender-equal writing that takes into account a variety of linguistic contexts.- Foster volunteerism with European youth by developing mobility between member associations within the network.