The Euro-ESP project took place under the background of the recent rise of populism, Euroscepticism, and nationalism in Europe and its member states. The aim was to organize an international training workshop and to develop training materials for professionals that can be used for strengthening major civic education skills of youngsters, especially of youngsters with special needs. Through the different activities of the project, resulting in four IOs, the professionals that took part at the project could widen their professional and methodological skills in the field of civic education, especially for the work with youngsters with disadvantages. The youngsters they are working with and who took part at the project benefitted through the opportunity to strengthen their civic education skills, like discussing, participation, communication, etc. (something which also supports their integration in a more inclusive society as well as their general awareness about the importance of a democratic state structure (both issues as in line with the selected priorities of the project)). Finally, the five organizations taking part at the Euro-EPS project could widen their general experience in the field of civic education, especially when putting on strong emphasis on EU and EU related topics.Therefore, at the beginning of the project the partners developed a short questionnaire and held focus groups to analyze more deeply what youngsters, especially one with special needs, think about the EU and EU related issues. The results of these activities were summarized in a short report. On the basis of this information partners developed afterwards a training pathway for an international training workshop, which was implemented for 5 days to equip all trainers with the knowledge needed for the development of the training materials with a focus on special education needs. These training materials for the youngsters have then been developed in a next step. To evaluate their impact most of them were piloted by the partners involved in the project under the active participation of their youngsters. Finally, a guidebook has been produced, consisting of basic information about the project, methodological guidelines, and of the training course and its materials. In a long term perspective these materials can be used from now on by other professionals working in the field of youth and/or civic education, as they have been developed for a flexible use in varying contexts to strengthen the skills of other youngsters all over Europe.By doing the project and its activities, more than 200 people benefitted directly be the activities of the project. Trainers could strengthen their methodological competencies and got new teaching and training materials that they can use for their everyday work with the youngsters in their organizations. More than 75 youngsters could strengthen their civic education skills when piloting the activities. And more than 100 external stakeholders from different fields could get informed about the project, its objectives, its European dimension, and its results on the multiplier events. Exceeding this, more people were reached mainly indirectly, especially trough the different dissemination activities that took place during the implementation period of the project, where they were informed about the Euro-EPS project and its most important aspects. All activities were done by the partnership consortium in cooperation. In total, five organizations were part of this partnership:-CJD, Germany (social and educational institution)-Fundacion INTRAS; Spain (social and educational institution)-INUK, Slovenia (research and educational institution)-Coop SAPSE, France (social and educational institution)-Seurakuntaopisto Kirkkopalvelut ry, Finland (educational institution)

The background of the ADMIRE project relies upon the realization that successful integration of migrant communities into civic and political life is essential for a cohesive and inclusive society in Europe to be achieved. To this end, the project has developed a training program to harness the skills of migrant community experts in the areas of Information Gap, Network Gap, Political Socialisation and Voter Motivation. The reason for the aforementioned choices is that the ADMIRE project consortium believes that it is on the adult education sector and migrant support NGOs where the real onus for integration lies. ADMIRE partners are convinced that men and women drawn from the migrant communities themselves, appropriately trained and supported, are a considerable asset to support the work of existing service providers to foster the integration of migrant communities in civic and political life. With this in mind, the new curriculum intervention has provided members of the migrant community the opportunity to participate in the training to be provided. Migrant communities rely heavily on technology and social media as communication channels with distant friends and relations. They also display a high level of dependence on the Internet and social media channels as information sources. The project's objectives were the following:1. The development of a Migrant Integration Expert Curriculum2. The production of a digital toolbox relating to the curriculum3. The on-line platform with the curriculum and the digital resources4. The on-line political observatory with information regarding each partner country's political system5. The scientific paper with the corresponding policy guidelinesEach of the above objectives corresponded to an Intellectual Outpout and were fully achieved. The whole material was translated in all partner languages. The project also included an ex ante and ex post internal evaluation conducted by an academic faculty member. The project consortium consisted of the following partners:-The University of the Peloponnese, Greece as the project leader, through the Department of Social and Education Policy - Coopérative d'Activité et d'Emploi dans les Services A la Personne et la Silver Economie (CDE-SAP) from France - Meath Partnership, an NGO from Ireland - The European Learning Center (ELC) , an adult education center from Spain - Oxfam Italia, an NGO from Italy - The Center for Advancement of Research and Development in Educational Technology (CARDET), a research center from CyprusThe ADMIRE project was disseminated into an wide range of audiences. As the project progressed and the migration issue became a regular topic of discussion in public discourse, external audiences became cognizant of the project. These include:- adult trainers and educators, -migrant support workers, -representatives of organizations working with migrants, -local community members, -expert and professionals, -academic researchers, -policy makers at all levels, -NGOs' staff, -school units and teachers, -civil society practitioners, -asylum seekers, -stakeholders, -disadvantaged persons, -interested individuals as well as the wider public. Finally, the project's impact is evident by the audiences reached (1070 users in the website so far from 10 countries) as well as by the- Interest generated by the Regional Authorities of the Peloponnese, Greece regarding methods to address migration issues- Enrichment of existing post graduate curricula at the University of the Peloponnese with elements from the developed material- Improvement of adult education training material - Helping (directly or indirectly) asylum seekers, disadvantaged persons and vulnerable individuals in general

European countries are struggling to find ways to tackle the demographic consequences of the aging workforce. Political strategies (Europe 2020 strategy, European Year for Active Aging) promote longer working careers and the increase of participation of older individuals in gainful employment. In this context, Senior Entrepreneurship seems to represent an unrevealed potential for economic prosperity for older age.Adult Education (AE) can play a key role to make it real. Nevertheless, older adults aged 55-64 are three times less likely to participate in learning than younger adults aged 25-34 (Education and Training Monitor 2019, EC). Effectively confronting the barriers to participation in AE requires engaging senior learners in getting access to the appropriate reskilling opportunities. Empowering them with the appropriate tools, resources and motivation, is a complex and urgent challenge that requires strong and proactive multistakeholder partnerships (Renewed European Agenda for Adult Learning, EC)To this purpose SILVER UP gathers 6 entities experts in AE and senior entrepreneurship, including social enterprises, Public Administrations, Universities and companies from France, Spain, Ireland, Portugal and Turkey. They have worked together in collaboration with national and European stakeholders, identifying KEY AREAS OF INTERVENTION for intermediaries supporting seniors’ participation in the entrepreneurial fieldThe main conclusions of this analysis indicate that:- Project MENTORING is one of the most powerful interventions to support senior entrepreneurs and a critical approach to support entrepreneurs to establish sustainable businesses. Nevertheless, there is a lack of understanding of the value of mentoring and there is no concise definition of senior mentoring. There is a need for training and competence framework, to make senior mentoring more visible and attractive. - Senior entrepreneurs seem to have more socially oriented goals in the performance of their enterprises, which they fulfil in the form of social entrepreneurship. Senior entrepreneurship could provide an innovative approach including older individuals as senior innovators, as part of the emerging stream in creating SOCIAL INNOVATION to several unmet needs in so-called “aging societies”.- There is a limited use of new ICT based communication channels, compared to the younger generations. Seniors and intermediary business support organisations should improve their ICT SKILLS, applied for training and mentoring or for business purposes.The AIM of SILVER UP is to address these identified areas of intervention by co-creating digital solutions and innovative products to train senior mentors to support social innovation for senior entrepreneurs through AE. Seniors will be supported in developing valuable mentoring skills to support new senior entrepreneurs or freelancers to develop more sustainable businesses through social innovation. The seniors who receive mentoring will gain clarity regarding their own personal expertise and potential for developing sustainable businesses.To achieve these goals, the project will carry out the following intellectual OUTPUTS:- Competence Framework in Mentoring skills to support social innovation for senior entrepreneurs (IO1)- Online Open Learning Platform (IO2) with high-quality digital tools to upskill senior mentors in the Competence Framework- Methodological Framework for the implementation of Mentoring programmes to support Social Innovation for Senior Entrepreneurs (IO3)SILVER UP will involve 74 senior mentors, target users of the project (24 from partners’ staff /30 experts involved / 20 participants in pilots). The project will also directly involve and benefit 100 senior entrepreneurs, project beneficiaries that will participate in the pilots. 455 stakeholders will be directly involved at local, regional, national and European level and the project will reach a minimum audience of 1000 recipients through the dissemination activities.The project will have a positive impact in: (i) partners and other adult education organizations in Europe, developing innovative solutions to train senior mentors to support social innovation for senior entrepreneurs; (ii) senior mentors, developing valuable ‘mentoring skills’ to support new senior entrepreneurs to develop more sustainable businesses through social innovation, (iii) senior entrepreneurs, gaining clarity regarding their own personal expertise and potential for developing sustainable businesses; (iv) stakeholders, accessing to innovative solutions to support silver entrepreneurs through AE The project will apply EU frameworks and instruments (ECVET, EQAVET, Europass and EPALE) to promote and boost transparency, recognition, transnational mobility and transferability to other Adult Educators and intermediary bodies in Europe, with the active support and cooperation of a network of key associated partners and relevant stakeholders.

"The project C4MWR aims to support those who work in adult education and community development work and provide services to migrant women who are potential returners into the labour market by acquiring and developing skills in Coding, Artificial Intelligence and Robotics. There will be a focus on upskilling these front line workers in fun and game-inspired, non-formal educational methods in the area of coding. The project will present innovative methods of utilising methodologies to help increase access to affordable, high quality and relevant skills training in the digital age.Through this project, there is an immediate objective of upskilling adult educators, and a subsequent objective of engaging with and upskilling migrant women returners through non-formal methods.Our project methods include the development of three main outputs:1. A hands-on fun-packed training curriculum and workshops with non-formal approaches to Coding, A.I. and Robotics; learning by building and Coding Robots and understanding A.I. through gamification in a non-formal and fun environment. The workshops will be the gateway for adult educators to understand how Robotics, Coding and A.I. are used in the industry, why there is a need to teach these futuristic skills to the women returners, and how they should make learning fun for their students.2.A set of resources for adult educators on how to stimulate interest in coding, A.I, and robotics and how to support the introduction of these topics through non-formal educational methods– This will help professionals in adult education to develop their own skills base. 3.A Methodology and Implementation strategy that promotes cross-sectoral dialogue and the involvement in the community development sector, in terms of supporting the training of staff, managers, and educators at a local and regional level.A DIFFERENT APPROACHThe term “non-formal education” and its recognition on a global scale came about in the 1960s when consolidated educational institutions had to face an economic crisis and received questions about their lacking ability to adapt to a new society. Since then it has been a driving force in education, not least in the digital age where people have literally ""learnt how to learn"" and have taught themselves to become digitally literate. We believe that the project can contribute greatly to upskilling adult educators as facilitators. This is especially important in the adult education sector as young people have learned to become digitally literate in a quicker and more effective way than most adults who do not already work in the computing industry. The non-formal approach to teaching coding is paramount in this sector in order to close the skills gap faced by women returners whilst still remaining engaging and relevant.These methods, together with our approach to embedding transferable employability skills (as redefined key competences; EC, Jan 2018) within the informal learning content will deliver an innovative practice to benefit migrant women returners in this digital era, and provide a project legacy of open educational resources for adult educators.THE NEED & DEMANDThe dynamic of the labour market has changed greatly over the last few years, and many jobs that are currently in demand didn’t even exist 10 years ago. The EC’s “White Paper on the Future of Europe” states that “most of us will end up working in job types that do not yet exist”. This sentiment is also true for migrant women returning to work following periods of unemployment. The jobs they left may change and evolve in the time that they are not in them. Policymakers and employers are putting more and more pressure on educational providers to challenge them to adapt to the digital age and help their learners build transferable skills in order to respond to labour market demand. In order to respond to such a daunting future scenario, as adult education organisations, working with migrant women returners, we need to do more to equip these women with the appropriate skills for re-entering the labour market, address ""the need for an inclusive, lifelong-learning based and innovation-driven approach to education and training"" (EC, 14 Dec 2017), and provide them with the appropriate recognition for such skills whether gained non-formally or formally.The problem identified is the lack of skills, competencies, and knowledge in the area of coding and robotics for community development workers and adult educators, the issue is that the normal channel of consideration in the national school curriculum in most countries to support its introduction has failed to materialise and for many adults, it did not even exist when they were of school age. The organisations represented in the project have all developed as a direct response for the interest and enthusiasm migrant women returners have shown for this topic and the lack of response to this need so far in formal adult education is non-existent."

"Le vieillissement démographique rampant est l’un des principaux facteurs déterminant le futur de l’Europe et le développement de l’économie globale. L’espérance de vie a fortement augmenté aussi pour les personnes handicapées, menant à un défi majeur pour la société, mais aussi de grandes opportunités pour la croissance économique et l’emploi, dont ce qu’on appelle la ""Silver Economie"". Les adultes vieillissants et les plus âgés peuvent être considérés comme des ressources précieuses qui peuvent contribuer à la société et vivre de manière active tout en générant de nouveaux emplois et de la croissance. Ils peuvent être considérés comme un atout sur un marché du travail en berne et comme des bénévoles, qui fournissent des services précieux à la société et à l'économie. Cela s’applique aussi aux personnes handicapées, puisque souvent en Europe ils bénéficieront plus tôt (autour des 60 ans) d’une pension minimum qui dans la plupart des cas ne fournira pas assez de revenus et de ressources pour leur propre subsistance & soins médicaux, il est donc nécessaire de créer des mécanismes pour les encourager et leur permettre de rester actif le plus longtemps possible dans un environnement professionnel. De plus, selon la publication du CE en 2017 “Growing the European Silver Economy” , on estime qu’aux environs de 2060 un Européen sur trois sera âgé de plus de 65 ans, en raison du départ à la retraite d'une main-d'œuvre vieillissante et du manque des nouvelles recrues, on prévoit une pénurie d’environ 2 millions de professionnels de santé dans l'UE d'ici 2020. Dans ce cadre, le projet SILVER+: “Silver Economy as a new pathway to foster entrepreneurship and facilitate the disabled persons’ insertion and reinsertion in labour market” a pour but de développer une méthodologie de formation innovante et de fixer un ensemble d’outils en ligne, qui permet à ces personnes travaillant avec les personnes handicapées de s’adapter aux nouveaux défis posés par l'augmentation de leur espérance de vie et donc, cela répond au besoin de les maintenir autant que possible dans un travail actif, évitant ainsi leur retrait prématuré du travail. De plus, SILVER+ améliore ainsi le potentiel d'employabilité, tant au niveau national que transnational, des éducateurs et des professionnels de santé ainsi que des personnes désireuses de créer de nouvelles entreprises dans le cadre de la ""Silver économie"" (notamment les entreprises sociales). Dans son ensemble, le projet relies s'appuie sur 7 organisations complémentaires représentant la France, l'Espagne, l'Italie, la Belgique et la Pologne et, s'engage dans le développement des principaux résultats suivants (tous disponibles en EN,FR,ES,IT,PL): a) Développement de 2 cadres de compétences spécifiques : (1)Le Cadre de Compétences Entrepreneuriales de la Silver Economie adressé aux professionnels de santé et aux éducateurs impliqués dans la formation et l’insertion/réinsertion par le travail des personnes handicapées vieillissantes et des personnes âgées (2) Compétences numériques, financières et d'employabilité pour les jeunes et les adultes handicapés b) Une plateforme d’apprentissage en ligne conçue pour former les professionnels de santé et les éducateurs en favorisant l’insertion et la réinsertion par le travail à la fois des jeunes et des personnes âgées qui vivent avec des handicaps physiques et/ou mentaux . Les modules d’apprentissage en ligne seront aussi conçus afin de favoriser l'employabilité et le potentiel entrepreneurial dans ce secteur de la Silver économie des travailleurs déjà impliqués ainsi que des nouveaux arrivants et des parties intéressées. c) Un toolkit de renforcement des capacités : Développement d’une Méthodologie et de Lignes Directrices en complément de la mobilité mixte de 20 Membres du personnel (Formation de formateurs) , au cours de laquelle les modules d'apprentissage en ligne font également partie des activités de formation et d'essai. d) Un manuel de projet adressé aux Educateurs et aux Professionnels de Santé en plus de résumer et de promouvoir les résultats du projet auprès d'un public plus large, il est conçu comme un guide facilement accessible rempli d'outils, de stratégies, d'approches, de bonnes pratiques et de ressources en ligne/hors ligne pour les éducateurs et les professionnels de santé au sein de l'industrie sociale et travaillant avec des personnes handicapées. e) Cours pilote sur le groupe cible secondaire de 50 personnes handicapées. L'objectif principal sera de tester les compétences acquises par le groupe cible direct et de les mettre en pratique auprès des bénéficiaires finaux, ce qui permettra d'accroître la portée et l'impact du projet sur les jeunes et les personnes âgées handicapées, qui seront formées et dotées de tous les outils nécessaires pour être et rester actives."