"<< Background >>With this project, the Partners wish to validate a method for carrying out VAE courses which aim to obtain a certification or an attestation or a diploma.The individual free choice to be interested and, subsequently, to participate in a Vae process, allows the user to avoid traditional education and training courses.The VAE is a ""new chance"" which allows each user to regain a new self-confidence by identifying and valuing the capacities and the acquired capacities which are highlighted by a certification or a diploma or an attestation.It is obvious that the one who implements an individual course of VAE, is able to propose himself, in the job market, as the right person in the right job post, following the results of their VAE.Giving a ""new chance"" to the target groups to which the project is addressed is an innovation in itself. To this we must add process innovation and product innovation.Process, because the method, which the Transnational Partners will produce, is structured in a “flexible” way in order to overcome the legislative and regulatory constraints existing in their country.Product, because a quality charter is drawn up and validated with certain procedures which accompany the user in his VAE journey which ends with a certification or a diploma or an attestation, depending on the legislative constraints encountered in each country.Flexibility guarantees the efficiency of the work and the commitment of the Partners, both for the user and for the Erasmus Plus program.The dissemination and sustainability of the completed project and the model validated by the Partners are planned activities. The VAE model with a ""flexible"" implementation procedure, according to the laws and standards of a State, facilitates dissemination and sustainability in other European contexts. This activity is accompanied by an information campaign and horizontal (territory) and vertical (Ministries, Regions, elected officials, etc.). The possibility of obtaining a diploma corresponding to what constitutes its “portfolio of skills” is a real opportunity for social recognition for experienced employees who sometimes suffer from a lack of recognition of the progress made. Beyond the diploma itself, the VAE process, by its very educational nature, allows the candidate to update some of his skills and thus increase his self-confidence. The diploma remains in Europe, the passport to employment: almost all job offers refer to it. Also, individuals looking for employment who do not have the diploma corresponding to their level of qualification have every interest in having their achievements officially recognized by obtaining a certification through the VAE. By validating the acquired knowledge corresponding to their experience, experienced people with little qualifications will be better equipped to face a possible break in their professional life (in the event of a restructuring of their company, for example). The VAE represents a means of confirming and formalizing one's level of qualification, and thus allows recognition of one's personal and professional achievements and their ""value"" on the labor market. Access to certain professions requires access to skills. a particular diploma.The VAE is in this case the tailor-made solution and represents the essential sesame for the exercise of professions such as those relating to transport, real estate, optics.<< Objectives >>The main objective of this experiment is to disseminate a methodology for recognizing the skills acquired in the workplace in the partner countries. The literature suggests a wide range of positive impacts for individuals engaged in VAE, in terms of self-esteem and personal development, self-efficacy, motivation to learn and participation in continuing education, employability, career prospects and well-being in the workplace. (EU, Cedefop, 2014). It therefore offers the possibility of formalizing / enhancing the skills acquired in the field beyond the unilateral recognition of the employer, but also allows a rationalization of one's professional path, in which work experiences, biographical and training paths can intertwine. giving rise to recognized qualifications.The procedure of recognition and validation of previous learning, as developed in French practices, is a powerful factor for personal and professional development and enhancement (empowerment). It allows the worker to be recognized on a social and professional level, having legitimate proof of the level of competence acquired. For companies, the VAE represents: a tool to manage the skills approach in a transparent and consistent manner; access to the internal and external labor market, favoring the enhancement of human capital; it also facilitates the design of continuing training actions which, shared with the university, allow for better management of skills and a reduction in internal training costs. In the drafting of the project we have tried to take into consideration also some aspects of the VAE that should be improved and strengthened. Such as, for example, a reduced number of accesses to the device, compared to the real possibilities, due to a limited knowledge among non-graduated active workers, compared to the number of potential beneficiaries. In particular, it points out how a, due to its complexity and length, only a small percentage of the people who apply for it and are admitted to the VAE, manage to complete the path undertaken.<< Implementation >>Although the VAE procedure is the responsibility of each individual certifying body, we can identify five common phases that make up the experiential learning validation process:1. brief information2. welcome through an individual interview3. the admissibility procedure4. accompanying the preparation of the dossier5. the decision of the jury.• Short informationFor information about the VAE, it is possible to contact various information and guidance bodies, in particular the Points Relais Conseil (PRC) organizations for information and advice on the VAE.• Reception through an individual interview• The eligibility procedure• Accompaniment in the preparation of the dossierThe second part of the path is the preparation and presentation by the candidate of a portfolio (dossier) in which to describe and document the learning outcomes to be validated. At this stage, the candidate can choose to be accompanied by an expert (conseiller), who offers him methodological support in compiling the dossier and possibly for preparing the interview with the jury. The structure of this document may vary depending on the certifying body; in any case, it contains a detailed written description of the knowledge and skills acquired through the experience and proof of the applicant's professional results. It is about knowledge and professional skills that are directly related to the content of the diploma. The subject of the dossier and the interview are above all the analysis and reflection that the candidate makes on the nature and limits of the knowledge acquired.Depending on the competent institution and the certificate to be issued, the methods of evaluating the requirements required of the candidate may also vary, passing from the simple validation of the documents presented in the dossier, to in-depth interviews, examinations or verifications of behavior in an operational, real or simulated situation. .• The decision of the jury and the total or partial validationThe content and relevance of the portfolio is assessed by the members of an ad-hoc validation jury, which is pronounced following the examination of the dossier and after the interview with the candidate; interview that is not compulsory, but frequent. The jury must be composed of at least a quarter of qualified representatives of the professions (half employers, half employees) and there must be a balanced representation of men and women within.This is the standard route of the VAE on the French model.In order to spread this good practice we intend to create a first phase of analysis of the regulations in each partner country. Subsequently, the Fipan investigating judge with the support of the DAVA device will draw up a Quality Charter of the international VAE for the definition of the criteria and procedures to be activated to carry out the activities.The Digital Platform will serve as a documentary basis for consultation, as a tool for disseminating the results and as a basis for the training of the various Tutoring Teams.<< Results >>Through the dissemination of the VAE methodology in Europe, partners intend to give candidates (employees or unemployed) elements of:Recognition of his professional valueConfirmation or formalization of a level of competencePrevention: to guard against professional decommissioning, unemploymentQualification or personal evolution (progress logic)Facilitation of a training course"

<< Background >>European administrations and vocational training organizations have mostly developed LMS (Learning Management Systems) platforms for their students and trainees. E-learning platforms such as Moodle, Canvas, or Ilias have been chosen to host training content that previously has been delivered in a face-to-face mode.VET trainers and educators have been confronted with problems they never encountered before. They have already received plenty of training and preparation on the technical use of these new e-learning platforms. They have learned how to connect with their students using online tools like zoom, teams, sharing platforms as google docs, and other technical solutions. Once they already know the technical aspects of this new online modality, there is a fundamental question to solve:How to adapt the training schemes, assessment procedures, and content design to the online modality? Many of them were familiar with the LMS platforms software and some online tools but not with e-learning pedagogics. Educators, teachers, and trainers have tried to replicate their classical organization and training contents into online courses. The result has been catastrophic in most of the cases: wrong assessments, stressed trainers and teachers, school leavers, lack of motivation, are just some of the consequences. In this context, the NEW HERA project aims to enhance and upskill the VET trainers and teacher's competencies to better assess and communicate with their students through the existing e-learning platforms, transforming the face-to-face training schemes, assessment procedures, and design content into high-quality online VET curricula, assessment methods, and learning plans.<< Objectives >>The NEW HERA project concrete objectives are:1. Increase and improve the knowledge of VET teachers and trainers in the curricula planning, assessment methods, content mediatization and design, of their training plans in the online mode. 2. Improve the quality standards and effectiveness of the VET online plans and courses. 3. Enrich the e-learning experience of VET trainees and students offering them attractive content, real assessments, and real-life experiences in their online training curricula.4. Improve the VET organization's management providing them tools and instruments for a better internal organization and resources management.<< Implementation >>1. Pedagogical tools and training courses comparative evaluation: Partners will carry out a comparative analysis and evaluation of the open-source or commercial software online tools, and training materials already existing on the web, and on which they already have had previous experience or are willing to know. This analysis will allow them to exchange experiences on the use of these tools and to determine which of them are the most useful when adapting face-to-face training to the LMS platforms.2. Pedagogical Online Toolkit: The pedagogical online toolkit will be an online platform gathering the necessary resources for the project beneficiaries in order to help and support them in improving the quality of their e-learning plans, contents, and assessment procedures. Tutorials, manuals, articles, rankings about online tools and existing training materials, direct links, good practices of content transformations, and other pedagogical training resources decided by the partners will be available for beneficiaries.3. Quality Handbook: The QH will be a handbook with the purpose of establishing the necessary standards to be achieved in the online VET training courses organization plans, content mediatization, and design, and assessment methods. The handbook will include a checklist for beneficiaries to verify that their online training courses meet the necessary standards to deliver effective VET curricula to their students. 4. Common Practical experiences. Practical experiences on a specific VET course adaption to the online modality will be a good experience for beneficiaries. These experiences will allow them to take practice and gain confidence in the e-learning transformation procedures. The pedagogical online toolkit and the quality handbook will be the main basis of these practical experiences. 5. Etwinning network: An experience exchange and sharing network between beneficiaries will be created inside the project'sTwinspace. Through this exchange space, all the beneficiaries, as Etwinning non-members, will be able to participate at all the stages project and, of course, after its end. This network will allow them to express their opinion through surveys and satisfaction inquiries about the common project outcomes. They will also give them the opportunity of exchanging and sharing direct experiences in the use of the Toolkit tools and the Quality Handbook application or even to accomplish new common experimentations on adaptation exercises of VET e-learning courses.<< Results >>Project activities will produce the following outcomes that will endure after the project's life:1. Pedagogical Online tool.2. Quality Handbook.3. Etwinning VET teachers and trainers network. Concerning the results, the NEW HERA project expects to achieve the following ones:1. improvement of the VET teacher's and trainers' planning, assessment, and content mediatization of their training courses in the online mode.2. Upgrading of the VET online programs and VET curriculum quality standards.3. Enrichment of the e-learning experience for VET trainees.4. Competitive and efficient VET learning organizations.

"<< Objectives >>The ""Together we Can"" project aims to: bridge the gap that exists in adult education with regards to innovative programmes for the inclusion and active participation of rural women migrants; motivate communities towards more tolerant and inclusive practices that will encompass those women as equal members of the community; contribute towards measurable change in practices, and policies of local stakeholders towards rural women migrants; promote tolerance, inclusion, justice and equal rights.<< Implementation >>Development of a best practices benchmark and a methodology, including care and compassion and co-creation; a training scheme based on two pillars a) a transnational training for adult educators b)local integration pilot programmes for rural women migrants; creation of forward-looking communities to empower and include those women through a stakeholders' network that will offer consultations and mentoring; development of a policy brief; wide dissemination at the local/national and EU level.<< Results >>-Empowerment of rural migrant women in order to actively participate in their social, education and economic life of their communities-Capacity building for adult educators/trainers through continuous professional development-Mobilisation of and creating synergies between stakeholders at the local and EU level-Making ""Together we Can"" a good practice for transferability and replicability to other contexts-Inform the general audience about project results and outcomes-Enhance inclusion"

<< Background >>The COVID-19 pandemic has severely disrupted the everyday lives of millions of people within the EU and the world. Many new challenges have arisen in all sectors, affecting political, social, cultural and financial processes. The education sector has been hit particularly hard at all levels, including primary and secondary schools, universities, colleges, and all institutions of formal and non-formal learning. In order to cope and continue within lockdown or under heavily restricted measures, learning was forced to go digital, which though had numerous positive effects on learners who were already competent in digital skills and the use of ICT, the transition left significant sectors of the population “digitally excluded”. According to Schejter et al., digital exclusion entails unequal access and incapacity to use ICT, both considered essential to fully participate in society (2015). Elderly persons represent a segment that must confront the use of new technologies at this point of time (Peacock & Ku ̈nemund, 2007). Their inclusion in the digital era could positively impact their social and economic welfare (Aldrige, 2004) and on their quality of life (Nahm & Resnick, 2001). According to Statista (2019), in Europe even before the pandemic, elderly adults over the age of 65, made up only 7% of the digital users, compared to the 18% of 18-25 years olds and 34% of the age group 25-34. One consequence of these changes has been that naturally occurring opportunities for interaction between the generations are not as prevalent in contemporary society as once was the case. As digital multimedia devices increasingly pervade people’s lives and foundational elements that connect and develop a society, namely communication, culture and education, are moving their services online, elderly adults do not only find themselves digitally excluded but also socially isolated and marginalized. Intergenerational learning interventions aim to foster interaction between different generations. Research shows that intergenerational contact and educational interventions are among the most effective interventions for reducing ageism and promoting social cohesion.There have been numerous past initiatives that have used intergenerational programming as a way of bridging the generational divide and building more cohesive communities (Melville & Bernard, 2011). However, few have managed to target both the digital and social exclusion elderly adults are currently facing in the 21st century. One reason may be the weak foundation or glue to sustain intergenerational interactions and, therefore, successfully promote sustainable communities. Culture has often been cited as a connecting force between communities. The innovative element of this project is its use of cultural heritage interventions as the bridge for sustained interaction and learning between generations. The activities under this project will take on a blended format and will encourage youth aged 18-30 to work collaboratively with disadvantaged elderly adults over the age of 65 to create and record the process of creation of a cultural heritage product. The project will encourage an environment of knowledge and skill exchange, active cultural participation and digital capacity building within a framework of cooperation and meaningful learning, which is the basic foundation for a less divided and exclusionary society.The project addresses the needs of 2 target groups:Disadvantaged elderly adults aged 65 and older who have limited digital skills or would like to improve their digital competencyAdult educators interested in delivering training in promoting intergenerational learning and improve the digital competency and capacity of elderly adults<< Objectives >>The project’s specific objectives are to:-develop disadvantaged elderly adults’ digital skills through intergenerational learning interventions and promote their active participatory role within (digital) society-combat the digital divide between generations and the social exclusion of elderly adults through cultural heritage interventions-provide educators and other teaching staff, whether in formal or non-formal education, working with disadvantaged adults, particularly disadvantaged elderly adults, with the tools to develop their digital competency and capacity<< Implementation >>The different phases, objectives and results of this project are divided into three main Work Packages:WP 1: Project ManagementThroughout the project lifecycle, different actions related to management will be implemented including dissemination activities, Internal Evaluation, creating and updating the project’s website, which will be supported by the grant under “Project Management and Implementation”. PISTES will be responsible for the general activities related to project management. PISTES will develop and share with the consortium all the necessary documents, tools and methods, tools to ensure an effective strategy for monitoring the project. This involves creating a common space on BASECAMP and the production of an effective reporting process.WP 2: Material DevelopmentThis phase will involve the design and creation of each output:PR1-“FLOURISHING”: Online Learning Platform led by PISTESPR2-FLOURISH CENTERS: Intergenerational Cultural Affinity Spaces led by SynthesisPR3-FLOURISH: Living virtual experiences (LIVE) exhibition led by INNOVATION HIVEThe leading organisation of each Output will be responsible for the development of each Output with each partner providing relevant and appropriate input and feedback.WP 3: Training and TestingThe activities to train adult educators on how to use the material and resources as well as those that will test and evaluate the developed educational material, resources and activities, the proposed methodology and the measurement tools.After the completion of the Transnational Training Event (C1), the project will proceed with the Local Training activities, beginning with Local Workshops in PR2. The aim of the Local training activities is to see what improvements must be made to the material and the tools and to follow the “cascade of training” methodology, where adult educators who participate in C1 will go on to train senior adults and young people, and other intergenerational stakeholders in their local settings.<< Results >>PR1-“FLOURISHING”: Online Learning Platform led by PISTESPR2-FLOURISH CENTERS: Intergenerational Cultural Affinity Spaces led by SYNTHESISPR3-FLOURISH: Living virtual experiences (LIVE) exhibition led by INNOVATION HIVEThe following results are also expected during the project lifecycle:1. Project Management Report - which will include all guidelines as well as the minutes from each meeting2. Technical reports that will gather the work conducted by each partner and will be elaborated by the coordinator3. Quality Assurance Plan - which will include the evaluation of the project on a continuous basis, to ensure that the project is implemented according to the application and ensures the highest quality standards4. Quality Questionnaires, which will be developed for collecting feedback from the partners about the project progress after each meeting and from the beneficiaries about the Results' quality before and after their finalization5. An Impact Plan which will outline an agreed set of qualitative and quantitative indicators for each of the proposed results and 2 reports that will measure progress towards project objectives6. A Dissemination Plan consisting of a plan on how the project process and results will be disseminated to target audiences and an ongoing document that will list all dissemination activities throughout the project lifecycle7. A Sustainability Plan that will outline how the project will continue beyond its funding period8. A Partnership Agreement document will be defined, agreed, and signed by all partners before the start of the project9. A website that will describe the project and its activities; will serve as dissemination channel; and will be available in all partner languages 10. Social media presence to keep stakeholders and other interested parties up to date with project development actions 11. Logo for the identification of the project12. Project’s templates for powerpoint presentations and word documents to maintain a visual identity13. Multiplier events in each partner country and a Final Event in Cyprus.14. Training of Trainers (C1)15. At least 6 press releases and/or articles in (online) media outlets/newspapers

<< Objectives >>GIP FIPAN is committed to equal opportunities and access for all to training and employment.On a daily basis, our trainers, our teachers, our continuing education advisers, have been confronted with refusals of training due to lack of care on the part of young mothers. It seemed important to us to remedy this in the simplest way possible: to come with your child.<< Implementation >>-Digital and office automation training for young mothers wishing to start a professional activity,-Training of trainers- Creation of a collaborative platform where training modules will be made available, success stories, a contact base, information base for young women, active mothers, teleworking or in training, - Tool Kit to create your E CV SOFT SKILLS- Job shadowing activities (social assistance and childcare training)- Coaching: Soft Skills, CV an activity after a birth<< Results >>In addition to training and returning to a home working job, our project hopes to change mentalities and the organization of training in partner countries.Our idea is simple and should be able to be accepted and proposed in many establishments, training centers. Nevertheless, the structures see an logistic, administrative and legal complexity in it.The objective of this project is to change the mentalities and the outlook of others.