Long-term unemployment is at record levels in the European Union with nearly half of those out of work jobless for more than a year. These latest figures mean that long-term unemployment in the EU 28 Member States is the highest it has been for at least a decade. Long-term unemployment as a percentage of total unemployment has risen sharply from 33.5 percent in 2009, to 47.5 percent last year. It is widely accepted that when European labour markets emerge from the current economic crisis they will be profoundly changed. If those who are long-term unemployed are to have any chance of finding quality employment they must be given the tools to successfully adjust to this new reality.Support agencies working with the long-term unemployed are struggling to come to terms with the situation as many of their target group have been removed from education for a number of years. Developing key competences like learning to learn, digital competence, social and civic competence, sense of initiative and entrepreneurship and cultural awareness and expression are key first steps that need to be taken if many of the long-term unemployed target group are to be reintegrated into the workforce. ARiS is a project about promoting and developing the concept of an ‘encore career’ where long-term unemployed persons in their prime working age – 35 to 50 years old – can access re-training opportunities to add new skills that are appropriate to the knowledge-intensive economy and re-launch their careers at a higher skilled, more sustainable level.In Europe today 70% of those who will comprise the workforce in 2020 have already left education. For those long-term unemployed over 35 years old the task of finding new employment is extremely difficult as even ‘old’ jobs now require ‘new’ skills. While many of this cohort have been outside the education system for over 15 years and more; in the knowledge-intensive economy it is almost irrelevant to focus on one’s past disposition towards learning; it is ones present disposition towards continuous learning that counts most. As lifelong learning is the key to the modern era it is more important to start today than reflect on why you didn’t start 5 years ago. The knowledge-intensive economy is very demanding but also very forgiving, in that the most sought after skill-sets are the latest skill-sets. Starting the journey to an encore career today and playing catch-up in the modern era can be a relatively short process. Participation rates of adults in learning remain very low in all European countries. In particular marginalized parts of the population, including the low-qualified, unemployed and migrants, continue to be absent from learning opportunities. It is a commonly experienced phenomenon that those who could benefit most from education and training are the ones less likely to engage. We need to start again and build the basic key competences of those displaced by the economic crisis. This project is about developing appropriate tools to achieve that.There are two primary target groups addressed by the ARiS project namely; long-term unemployed persons over the age of 35 years and adult education organisations and their staff. While it was more than likely that the proposed key competence resources to be developed would be relevant to learners of all ages the project specifically targeted the 35+ age group and ensured that the learning tools were customized to suit the learning habits and learning preferences of this target group. A significant emphasis was placed on developing the digital competence and the learning to learn competence. From partner experience it was clear that the older cohort of long-term unemployed are less likely to have good ICT skills which are essential in almost all employment today. Research carried out by the project team with long term unemployed, teachers and education centre managers indicated that the long term unemployed were aware that digital competency was an essential tool for re-entering the labour market alongside other key skills such as communications and study skills. Educators indicated that short concise sessions, flexible timing, practical activities, blended learning activities and short lesson plans for ‘quick wins’ that could be accessed through various media including mobile devices, iPad, tablet and the full range of Web 2.0. would be the most appropriate. A very comprehensive multi linguistic web platform was developed that serves a modern way of learning: self - regulating learning or/and blended learning. This website contains links to various resources for both learners and educators and addresses the 5 competencies identified; Learning to learn, Digital competence, Social and civic competence, Sense of initiative and entrepreneurship and Cultural awareness and expression. Presentations and information sessions were delivered to stakeholders and long term unemployed facilitating the use of this website.

Green Apron reacts to the urgent demand for a Europe-wide food VET specialised in the area of plant-based cuisine. The meat-reduced cuisine is currently experiencing an unprecedented rising tendency. The Eurispes report 2013 shows that in Italy for instance plant-based eaters are 8% ( 6,9 vegetarians 1,1 vegan). In Spain plant-based eaters set the demographics in two millions (4% of the population) and observed that in the latest years the trend accelerated. In UK and Scotland a large increase in the population is moving onto to non-meat dishes and in particular a plant-based cuisine/diet. Some independent market studies suggest that vegetarians constitute 7% to 11% of the UK adult population. In France In October 2011, the European Vegetarian Union reported that the French government's Décret 2011-1227 and associated Arrêté (September 30, 2011) effectively outlaws the serving of vegan meals at any public or private school in France. Similar decrees are proposed for kindergartens, hospitals, prisons and retirement homes. In Romania 85% of people are Christian Orthodox and many of them keep the Orthodox Lent, which means having a vegan diet for certain lengths of time (which can add up to be more than half the year). Moreover many people are changing their eating habits because of healthy reasons.That is the reasons for a growing demand of skills to prepare balanced meals containing little or no animal products. The traditional vocational chef education and training (VET) in Europe does not yet consider the know-how and the skills for a sustainable and balanced cuisine with low or no content of animal products. The lack of knowledge in this field leads to insufficient skills of chefs and caterers to meet the new needs of their customers. In addition to customer demands, sustainability standards have become a major component within caterers' corporate social responsibility policy. To face these needs and request Green apron aims at developing the production and dissemination of a curriculum and training material of a 100-hour-module. Translated into 5 languages English, French, Italian Spanish and Romanian and enriched by modern multimedia content (3D-animated movies, e-learning modules, recipes videos,) the project results are exploited in the national educational systems. The Green Apron curriculum will be based on standards of the European Qualification Framework for lifelong learning (EQF) accredited according to ECVET parameters. The activities and results of the project are:1. research: the training system in the different countries with a special focused on the hotel/cuisine training education. Result: final report joining the 5 researches2. common module: development of a 100 hour curriculum on plant-based diet checking leveled in accordance with ECVET procedures in partner organisations countries and provide leveling at around EQF level 4 which is workplace level qualifications Results: 100-hour ECVET certified training module 3. Green Apron guide for training trainers/teachers on the use of the Green apron curriculum giving more detailed background information on teaching methods and lesson designs. Result: A guide for trainers4. Supporting ICT tool. Producing 3 DVD as supporting tools for the module. Contents: nutritional facts, reasons for a plan-based diet and video recipes. Results: 3 DVD5. Training for trainers : training trainers on the use of the module and of the supporting tools. Results: training fro trainer report6. Piloting the GA model : testing the model in Romania, France, Italy, UK and Spain to check the validity, effectiveness , contents and methodology. Result: final piloting report8. Dissemination activities: the project will be disseminated by using the web site, the brochures and dissemination meetings in each country. Results: dedicated web site, information brochures, local dissemination conferences9. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that results and activities are developed. Results: evaluation reportsTarget groups are: • trainers/teachers who will benefit from new and dynamic training materials with a proven track record and the transfer of these materials. the project aims at reaching more or less 100 trainers along the project.• the learners/students of the vocational/educational catering centres• catering industry: having the opportunity in a recession time to hire skilled and competent professional cooks/chefsThroughout the lifetime of the project 65 VET professionals across 5 countries will be directly exposed to these techniques through their practical application in a VET environment. This is likely to impact on more than 100 students as the trainers test their new competencies and resources. The products will be distributed to over 400 organisations through web sites and various partner networks.

Te.D2 project was implemented, from September 2015 until November 2017, by the following organisations:1. Vasiliada Association, Romania – The Lead Partner; the organization with 17 years experience in working with people in need/social exclusion, professional training and project implementation. The experience of the organization and the experts involved helped the new partnership created, in achieving the objectives assumed.2. Associazione N.E.T, Italy, Partner 2, NGO with a very long experience in developing and managing European project. Their experience, skills and competencies support a smooth development of the project so that activities and outputs were delivered in due time. Associazione N.E.T. was inside Te.D1 project and coordinated it. 3. AZIENDA ULSS 7 Pedemontana, Italy, Partner 3; the most experienced partner in AAI and AAI concepts. In Italy, they were named for 5 years as the centre of reference for the AAI. Moreover, they are a public institution and they had a big role in the dissemination of the project results;4. ERCC Association, Lithuania, Partner 4, contributed to the project through the strong connection with the reality of AAI and AAT in Lithuania. The organisation have a long experience in implementing European project; 5. Escola Profissional do Alto Lima EPRALIMA, Portugal, Partner 5, have a long experience in training and supported and monitor the development of the curriculum according to the ECVET/EQF standards. 6. Asociacion Social – Asocrom, Spain, Partner 6, an organization from Barcelona, have a strong background in developing and implement project and training related to social inclusion in the Catalan labour market. Asocrom is part of the Permanent Emigration Commission of the Emigration Council of the Barcelona City Council, Permanent Commission for Emigration of the Government of Catalonia.7. The Geminarie Group, Malta, Partner 7, has been set up for the promotion of opportunities, awareness building, training and research in the educational, social and cultural fields in Malta, Europe and the Mediterranean. The partnership of this consortium provided a wealth of experience and a good geographical spread across the EU, involving a number of different education and adult training institutions. The partnership also has a diverse grouping of expertise relating to working with the client group. According to the project proposal, the partnership assumed the following objectives/results:1.Develop a research regarding existing supports for dog handlers in each country;2.Adaptation of the curriculum Translation and adaptation of the Argo course into the different languages and countries partner of the project checking levelled in accordance with ECVET; 3.Develop the Te.D2 project interactive tool development;4.Piloting the Te.D2 curriculum, in each country;5.Implement dissemination activities;6.Evaluation and quality control, of the project;The achievements related to the project objectives:1.Research regarding existing supports for dog handlers in each country, review of existing literature, interview with 10 stakeholders in each partner country. The result of this activity is the final and complete report about the situation of AAT in every country of the project;2.Adaptation of the curriculum Translation and adaptation of the Argo course into the different languages and countries partner of the project checking levelled in accordance with ECVET; each partner adapt and develop a curriculum according to with the research result, legislation and realities within his own country;3.Te.D2 project interactive tool development – the DVD contains videos of case studies of activities with animals in Romania, Italy, Lithuania, Portugal, Malta and Spain. The DVD is available on the website of the project. 4.Piloting the Te.D2 curriculum - testing the model in Romania, Italy, Spain, Lithuania, Portugal and Malta. Result: final piloting report, developed by the partner responsible for this activity Escola Profissional do Alto Lima, Portugalia, under the supervision of the Lead Partner.5.Dissemination activities: the Lead Partner develop, in the first month of the project implementation period, a dissemination plan, agreed by each partner, regarding the involvement of each one. The most important instrument used in the dissemination was the website of the project www.Ted2.org, and the multiplier events, organized by each partner, and the newsletter developed by the Lead Partner;6.Evaluation and quality control; the Lead Partner developed an evaluation plan contacting the most important activities, deadlines, partner role. An evaluation report was developed at the half and the final period of the project implementation.The project's results will remain available and/or will be used by others from the webpage www.ted2.org.

"The main strategic references of the EU suggest and address the structuring of initiatives to foster entrepreneurial mindsets through education, learning and the development of synergies between education, vocational training and the labour market. In some contexts, such as that of the upper secondary education, we are witnessing a formal take-over of these guidelines. In fact, the curriculum of the second cycle indicates as essential and transversal to all students, regardless of the type of school attended, the skills to promote and support creativity, innovation, risk-taking and, in general, the sense of initiative and entrepreneurship, and in line with these indications, the curriculum of the second cycle is committed to the implementation of actions of consequent connection with the business and labour market.The communication of the European Commission COM (2006) 33 final explicit and clear up that ""Entrepreneurship refers to a person's ability to translate ideas into action, this will include creativity, innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives. It is a useful skill for everyone in everyday life, in the domestic sphere and in society, workers (and students) to be aware of the context in which they operate"" and in order to develop those personal qualities that support guidance in a complex system and that allow to take on the various roles of employee, of self-employed and/or of entrepreneur.Nevertheless as defined in many EC documents, the uptake and the effectiveness of entrepreneurship education in European vocational schools are still far from being satisfactory:- Entrepreneurship is not included in all parts of the VET system; - student participation is limited;- teaching methods are ineffective; - the practical element of entrepreneurship is missing and teachers are not fully competent.Under the priority selected, the project proposal is conceived in order to:- Exchange best practices at European level, in the field of entrepreneurship training, by means of business simulation and business gaming- Promote the geographical transfer of the Simulated Practice Enterprise model, as a training methodology useful for the development of entrepreneurship competencies in VET institutions and VET students;- Promote the development, transfer and implementation of business games to be linked to the ICT tools and Simulators available in the different partners Countries for the application of Simulated Practice Enterprises. Specifically, to develop business games linked to the market and competitors analysis, business planning and start-up.- Promote the acquisition of competences which will enable VET professionals to improve their teaching in an important key competence, such as the one related to Entrepreneurship, set out in the 2006 Recommendation on key competences for Lifelong learning.The objectives of the project are:- build a strategic partnership for the exchange of good practices in the field of education for entrepreneurial skills in secondary schools, with a specific focus on the experiences of simulation, businesses simulated training, practice firms, etc ...;- combine the methodology of the business game with the ICT tools available for the development of Simulated Training Enterprises (IFSCONFAO simulator), and developing a business game specifically for the start-up phase, which can significantly enhances the usability of the training pathway related to the simulated training enterprise approach, both for students and for teachers;- encourage a greater involvement of the business and labour market, involving institutions, associations, etc ... in the development of guidelines for enterprise/companies able to attract, motivate and facilitate the involvement of companies in the simulation process, clarifying and specifying the crucial role of tutoring/mentoring in the business-training of IFSCONFAO;- transfer, adapt and implement templates, tools, technologies and methods of simulation and business game for the development of entrepreneurial skills in the upper secondary education, in the partners countries;- promote the aspects of the internationalization of business and enterprises, promoting the development of transactions in the virtual market between the companies created in the context of the transnational partnershipThe project partnership is composed of qualified networks representative of the national VET systems in Italy represented by CONFAO (applicant), in Spain by IFI in Portugal by CECOA; by major development agencies and local entrepreneurship support and connection with the production systems and business activities (SFCOnfindustria in Italy, Germany and Kompass CPU Slovenia) and by advanced ICT Companies (The Business game and Isform)"

"Equality between women and men is one of the European Union's founding values. It goes back to 1957 when the principle of equal pay for equal work became part of the Treaty of Rome. The European Union's achievements in fostering equality between women and men have helped to change the lives of many European citizens for the better. However, looking closely to the EU statistics, we still see significant differences between male and female unemployment. In addition to gender differences unemployment, a new term has been introduced: that of people being ""inactive"", i.e. neither employed nor unemployed and sitting at home. Moreover; employment has always been a problem for disabled people. Disabled people face a lot of unusual obstacles and barriers in getting a job or building their own business. Under these conditions it is important that to provide physically disabled people with the same level individual choices opportunities and control in their daily lives as non-disabled people for contemporary societies.Based on this phenomena, the concrete aim of this project is “to train inactive women as e-mentors and consequently support micro-entrepreneurship of women with physical disabilities by means of e-mentoring, so that they can work from their home”.These inactive women have probably worked before and know working life, most of them were successful entrepreneurs and would like to offer their knowledge but on home based basis since they cannot leave home due to several reasons. Knowing the fact that the ""home based working"" is one of the best working models for people with physical disabilities in general, it was also mentioned that almost half of non working persons with physical disabilities need some form of assistance to work throughout the EU.For this purpose and realising the philosophy, ID-Women idea brings together many different professionalism together for reaching to project aim. Wold of work, company, AVT, University, NGOs and Research&Development organisations came together for the implementation of this project. Some partners have been invited from mentioned former projects and some of them have not been participated above ones but similar other projects:POINT [TR], coordinator who is professional in ICT and project development field, also promoted above subject projects has born all management and technical infrastructure development; apart from being the previous VOCA and IT&E projects' coordinator, COOP [SK], experienced VET institution and in AVT; supported the project from pedagogical dimension; PENTHESILEIA [EL], is a Women NGO and growing steadily in Greek social environment and was created in order to offer services in women and other vulnerable groups that experience social racism of any type. GAZI [TR], one of the biggest universities in Turkey who supported the project from learning material development point of view as well as reaching their network members. ZARIF [SK], a women NGO bearing many members from various disciplines. They primarily contacted women e-mentors to be trained via ID-Women and also reach nearby countries such as Czech Republic, Poland and Austria. IFI [ES], is a reputable AVT and VET organisation also very experienced in EU projects. TAKIDD [TR], is a women NGO concentrating in women development and employability also having former EU project experiences. ITeE-PIB [PL], large research center supported ID-Women for developing its new innovative tools. As they are extremely experienced in EU project development and execution, project utilized their non-stereotype approaches in developing its own tools to reach to project aims.This partnership has been formed to develop e-learning platform with enhanced e-learning material inserted. To develop the model to improve the employability of inactive women and women with physical disabilities, which will also be a model for other similar activity fields than e-mentoring, in next years. This created ID-Women model will also improve the output quality in the sector by means of increasing the opportunities of supply and demand meeting and resulting increase in competition.This approach has been designed and implemented in parallel to Europe 2020 main strategy, which has main strategy to become a smart, sustainable and inclusive economy to achieve high levels of employment, productivity and social cohesion. Concretely, all ambitious objectives of the programme were set. Please visit www.id-women.net and become a member for detailed information."