"<< Objectives >>The SDGs Tackler Toolkit Project aim to promote the creation of a transversal collaboration between associations and educational institutions in the collection, creation and distribution of educational materials to promote the knowledge of young people about the SDGs. The project will operationally aim at (1) Collect, organize and make sense of existing teaching materials, (2) Define and create new learning Tips in synergy with what is already available.<< Implementation >>The project will develop:- An Observatory of good practices will be activated, capable of collecting the different similar experiences already applied in the field of knowledge training and development of the SDGs. - 3 Thematic Workshops.- HackLab Challenge, to acquire new skills but also to generate new projects, with a view to contamination and ""challenge"".- ""SDGs Ambassador Prize"", to replicate the results of the project.<< Results >>The elaboration will consist in the application of the best strategy for the delivery of contents, on an online matrix and toolkits. Each activity will experience the path of issuing an ""open badge"" and will allow the development of a final design output. The final results of SDGs are:- Collection materials to learn about SDGs in online platform;- New learning Tips about SDGs and design thinking project."

<< Objectives >>By implementing the project we'd like to develop the most universal and comprehensive curriculum for teaching the key competence: initiative and entrepreneurship, based on the experience of three partners and three countries. Additionally realization of the project will allow the organizations to establish close cooperation, acquire and exchange experience, make more attractive the offer of the organization directed to young people. We hope that this will increase the motivation of young people.<< Implementation >>Organizations implementing the project will implement to their activities prepared methodical plan (outline, scenario of workshops) and didactic materials (also online), which will allow them to broaden their educational offer for young people - they will be able to offer workshops increasing one of the key competencies: I&E, necessary both in personal life (so-called resourcefulness in life), as well as in professional life, helping young people to find their way in the labor market.<< Results >>Expected results:-methodical plan (handout, workshop scenario) developing initiative and entrepreneurship (I&E),-15didactic materials to facilitate teaching,-Improved competences of young people and youth workers (language and social competences: I&E),-Cooperation between organisations and institutions working in the field of youth and education, which would be very difficult outside the project,-Development of organisations through acquisition and and exchange of experience.

BACKGROUND: The Council of the European Union adopted on 22 May 2018 a revised recommendation on European Key Competences (EKC) for lifelong learning. The development of the Digital Competence, Intercultural Competence and the Entrepreneurship Competence has proven to be valuable for Europe’s growth and prosperity. In 2017, 30.4 million persons in the EU aged 20-64 were self-employed. Of these, 26.9 million were native-born, while 3.5 million were foreign-born (of which 2.2 million were migrants born outside the EU and 1.3 million were migrants born in a different EU Member State).NEEDS: Mobile European Citizenship and entrepreneurship is at the core of the Europe 2020 Strategy to bring Europe back to growth and higher levels of self-employment. However, self-employment is still far from being common and enhancing digital competence has an accelerating impact on entrepreneurship. The project identifies and addresses the risks of isolation of migrant entrepreneurs in a political economy. IBM-MORE considers it relevant to highlight less visible self-organizations like cooperatives in social economy sectors including the postive impact of enhancing the entrepreneurship skills among migrants in the host communities.OBJECTIVES: In order to meet the educational needs of migrants motivated to become entrepreneurs, a qualified training support is needed through an innovative digital APPs learning. IBM-MORE project aims to support VET teachers and trainers with innovative tools and methods to stimulate the innovation, digital, intercultural and entrepreneurship competencies of VET learners through APPs-based learning. This includes a pedagogical handbook for transferability in a European context.Our project shall explore a wider understanding of refugee integration as a means of participatory community development in the SSE sector. Capacity-building in the receiving communities is not merely a pooling of professional knowledge and resources, but an empowerment of the whole receiving community and third-country nationals to build a strong community, that considers both, the needs of newcomers and of locals.TARGET: VET teachers and teachers responsible for training Foreign Language, Intercultural, Entrepreneurship and Digital competence to migrant entrepreneurss, who have at least EQF level A2 proficiency in the host language.PARTNERSHIPIBM-MORE project consortium includes MDP (BE) plus 3 partners KIST (AT), INFODEF (ES) and MIA (NO) all of whom have worked and are presently working on previous European projects. Each partner has specific expertise in migrant integration, entrepreneurship education and VET systems and brings strategic networks involving well-known partners across EU.ACTIVITIES IBM-MORE project is scheduled for 24 months with the following activities:- Online Digital Database of good practices and intercultural resources for Migrant Entrepreneurs (based on needs framework identified through comparative analysis)- Conceptualisation and creation of training curriculum based on European Key Competencies (EKC) on digital training platform for learning via APPs - IBM-MORE pedagogical handbook- Project management and implementation comprising quality control measures (monitoring) to ensure timely implementation as per allocated budget.- IBM-MORE Final Dissemination ConferenceMETHODOLOGY The definition of each activity group has been designed to ensure a balanced distribution between the objectives and activities of the project and to guarantee that each partner would be leading at least one group of activity. All activities have one lead partner and each partner will lead or participate in at least one activity. All partners will participate actively in all activities, intellectual outputs and responsibilities of all activities have been agreed with all partners prior to submission of this applicationOUTPUTS1. Online Digital Database of good practices and intercultural resources for Migrant Entrepreneurs2. IBM-MORE Digital Training Platform for learning EKC via APPs 3. IBM-MORE pedagogical handbook- Several marketing/dissemination and exploitation/valorisation initiatives and outcomes.IMPACT ENVISAGED - Migrant entrepreneurs (80)- participating organisations and their trainers (40)- IBM-MORE pilot in all countries (80)• Stakeholders involved in dissemination (200);• VET providers, decision and policy makers (80).- IBM-MORE Final Conference participants (approx 30)LONG TERM BENEFITSThe project will have a direct impact in the improvement of the skills that teachers and trainers require to effectively support EKC digital and entrepreneurship competence, providing them with innovative tools and resources to stimulate the innovation and the digital and entrepreneurship competencies by migrant learners and apprentices. The impact envisaged is a strengthening of the VET education and learning Europaen Key Competencies via APPs to boost migrant entrepreneurship

<< Background >>We are social beings, living in social relationships and the most important is family relationships. Rapid changes in the world present increasing challenges for families to adapt and find fast solutions. Improvement of economic well-being affects all families unequally, often increasing the gap between urban and rural populations, migrants and the local population, families with different physical and mental health and different level of education. Families need special attention in addressing the problems and challenges they face and in finding the most appropriate solutions to improve their family’s physical, social, and emotional well-being. An educated and trained specialist – Family Mentor enables family to find internal resources, focusing on such areas: information, prevention, navigation, sustainability of family well-being, employment, education and social policy. Family Mentor can be a social worker, social educator, educator, adult educator, or other professional who can be a trustee and facilitator for each family, advising on day-to-day concerns and challenges.<< Objectives >>Due to the lack of specific training and / or availability, for professionals, some families do not receive the necessary and timely assistance. The biggest impact of projects innovative tools will goes to NGOs, as services to families are mainly provided by them. There is a need to improve FM training by strengthening the competences of professionals working with families looking for ways to increase the availability and accessibility of services. Most family support professionals work in the non-governmental sector, therefore, the capacity and the impact of the non-governmental sector family mentoring process necessary to be expanded. The activities of specialists applying preventive measures and methods are not structured, their level of preparation and competences are not assessed. It is necessary to assess and recognize the specific competences of Family Mentor and to develop methods that motivate the improvement of competences. Purpose of FM MENTORING project is to create upskilling mentoring for Family Mentors, improving and certifying competences by using innovative technologies. To this purpose the FM MENTORING project brings together four partners from Lithuania, Spain, Estonia and Poland, experts in adult education and family counseling. FM MENTORING will use the best experience of previous and additional partners' projects, create a new pedagogical approach and provide added value and all possible resources.<< Implementation >>The FM MENTORING project is innovative with complementary elements. Learners will be professionals in various helping families fields and who wants to become Family Mentor in the community (a social worker, social pedagogue, educator, adult educator or other specialist who helps the family). Educational innovations will be included in the Blended-Learning program on family mentoring.Based on Consortium experience, knowledge and feedback from stakeholders, participants, users and beneficiaries, the Consortium partners will develop a tool to help FM professional development and organizations ensure the quality of the process. The Methodological Framework for Quality Assurance of Family Mentors upskilling is dedicated to adult education organizations that raise the qualifications of individuals providing preventive family mentoring services to families.The project will apply European frameworks and instruments, like EQF, ECTS, ECVET, EQAVET, EQUASS Europass and EPALE, to promote and boost transparency, recognition, mobility and transferability to other adult education organizations, companies and intermediary bodies in Europe.<< Results >>Innovative outputs: Methodological Framework for quality assurance of Family Mentors upskilling, B-Learning mentorship training course, Guide for Family Mentors certification and Family Mentors Competences Framework defining levels of competences. Quality assurance of Family Mentors upskilling and assessment of Family Mentors competences will strengthen the interest and engagement of learners. The Consortium will also explore possibilities to adapt the project outputs to new educational sectors, targets users and/or beneficiaries. All outcomes, responding to objectives of strategic framework for EU cooperation in education and training, will be disseminated throughout international networks to which all partners already belong. Main target of the project sustainability is to engage new stakeholders, adult training associations communities through active dissemination of project results. The FM MENTORING project is planning to use the ERASMUS+ online platform EPALE. That will give possibility widely to spread the project's innovative outputs. That could help to build a culture of training and lifelong learning and more effective adult training for professionals - teachers, policy makers, any training providers. This would help to create a culture of lifelong learning and more effective adult training for professionals - teachers, policy makers, any training provider.

<< Background >>In this age of rapid technological and economic change life-long learning is becoming a way of life but the COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education training (VET) and adult learning in general. On a more negative note, a great number of adult education programmes have stopped due to the crisis meaning that learning has been disrupted for many adult learners. This is impacting the most disadvantaged and vulnerable groups in society more prominently - all the more so as they are the ones most in need of face-to-face courses. Cedefop’s findings show that vulnerable groups are women, older employees, migrants, those lacking basic skills, low-qualified and low-educated adults. Also, the learning provided in the workplace delivered online, which is no longer taking place given that workers are not present in the workplace. The COVID-19 pandemic has forced a digitalisation of education and rapidly pushed education and training systems to explore new ways of teaching and learning. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role for adult learning in a COVID-19 affected world. Within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society. Adult learning is increasingly seen as a potentially important ‘tool’ in the response to the crisis. However, adult learning providers and educators face multiple challenges in continuing their learning offers, and especially teaching practical skills online can be difficult for both teachers and learners. The practical skills are essential to the labour market and the demands for more skills and competencies increase through digital age, new methods that can contribute to the development of the necessary skills of the 21st century such as developing technological skills, creativity, communication, etc are essential. Those skills need to be tough to trainers, educators, teachers since traditional teaching methods does not include them.DDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Adult educators and staff of education institution will be the direct beneficiaries of the project. Educators will learn through the online platform how to include the DDBSL method in their training methods. A pilot program will be test the application. After the test pilot phase a manual-handbook will be create for the adoption of the DDBSL method from any organisation in their own educational materialTo achieve the objectives of the project, the partnership will develop 3 IOs:IO1 The DDBS-Learning curriculum for vet providers (The aim of the curriculum is to define the framework for developing of the training content in the online training platfom under the IO3)IO2: HANBOOK for adult educators and “train the trainers”IO3: The DDBS-Learning online platform.Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 6 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator- GSI SLV2.Teaching methods and techniques- EMPHASYS3.DDBSL method -TIHC4.Digital tools of distance learning - INFODEF5.Cultural awareness - TIHC6.Designing online teaching and learning activities, courses, and assessment for practical skills using the DDBS method through live streaming examples)- DIMITRA<< Objectives >>With education institutions across the world having to close as part of broader measures to curb the spread of COVID-19, information and communication technologies (ICTs) have been used more than ever before, for keeping abreast of health information and staying in touch with friends and relatives, among other functions. Adult learning is key in ensuring people can obtain the practical – technical skills and competencies required in a COVID-affected labor market and society. Adult learning is key in ensuring social inclusion and, therefore, the employability of most vulnerable groups. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role of adult learning in a COVID-19 affected world. However, the education and learning system was not ready for the transition in distance learning in so little time because of the COVID-19, the adult learning providers and educators facing multiple challenges in continuing their education offers and adapting to the situationDDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.The project aims to enhance the digital and teaching skills and competencies with the DDBSL method of the adult learning providers, VET providers, and educators are required in the digital age and allow them to face the multiple challenges needed for a Covid affected society, continue their learning offers of practical skills with distance learning, and adapt to the new situation.ObjectivesIn this project, they will discover how to use the newest educational methods to create a learner-centered classroom and online classroom that's perfectly suited for adult learners.•First, they will be introduced to adult learners' unique needs and motivations and find out just what expectations they have. • Second will learn how to use the DDBSL method to deliver online training course with practical and technical topics.•Next, they will delve into a host of innovative teaching techniques like DDBSL that will turn their adult learners into active learners and set them up for success. •They learn how to design their materials effectively and their courses. They will also explore a wide range of assessments and how to grade them. Finally, they will learn how making your classroom accessible and enjoyable for students with disabilities•They learn the DDBSL method, a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Skills the educator will learn•Designing online training activities•Design online assessment•Supporting diverse learners online•Teaching online•Selecting learning technologies•Developing persuasive arguments•Design online courses<< Implementation >>1. Management and coordination includes all tasks related with the administrative management and coordination of the project and partnership. 2. Communication, dissemination and exploitation, includes all activities related with the communication of the project outside the partnership, multiplier events aiming dissemination and strategies for the exploitation of the IO and sustainability of the results after the end of the project3. Monitoring, evaluation and quality management will include activities aiming to follow the project development, achievement of goals and indicators, identification of constraints, obstacles and delays and implementation of corrective measures in order to ensure the success of the project. The partners focused on the development of innovation, from which will result Intellectual Outputs are:1.DDBS-Learning curriculum2.DDBS -Learing self-assessment tool and “train the trainers” 2. The online training platform the key output of the project, aiming to deliver a completely autonomous self-assessment, learning platform and contents to the final user 3. Finally, the Piloting will aim to experiment the training course and mobile app with the final users. Across these IOs PMI will be carried out related with: • Management and coordination of the project, including administrative, financial and reporting activities;• Development and implementation of the communication strategy and exploitation planning, including preparation of communication materials, dissemination of information, animation of social network pages, preparation of scientific papers;• Involvement of key stakeholders, including the creation of the LAG• Development of tools, implementation of monitoring and evaluating activities and preparation of reports to support decision making by the partnership;• Preparatory work for the pilot phase, including, preparation of privacy policies, involvement and follow up of participants, preparation and implementation of piloting evaluation;• Development of sustainability plan, including the exploitation and IPR agreements;• Administrative support to IO development;• Management of participants and stakeholder engagement• Management of translation process.<< Results >>Within the project 3 types of results are expected during the project implementation and on its completion:1) direct outputs of the project implementation will be:To achieve the objectives of the project, the partnership will develop 3 IOs:1.1 - IO1 The DDBS-Learning curriculum for vet providers (The aim of the syllabus is to define the framework for developing of the training content in the application under the IO3. )1.2 - IO2: The DDBS-Learning Handbook and Self-assessment tool1.3 - IO3: The DDBS-Learning online patform Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator2.Teaching methods and techniques3.Digital tools of distance learning 4.Cultural awareness 5.Designing online teaching and learning activities, courses, and assessment1.3. Multiplier events – each partner will carry out an information seminar where project, its aim and activities implemented in its region will be presented, at least 40 people and 80 people the lead parnter will bepresent (300 altogether)2) outcomes achieved through the implementation of the project:- Prepared basis for establishing online distance learning courses- Developed innovative educational materials with very relevant and actual topics, important for educators and VET teachers,- Better educational preparation for new educators and VET teachers in the distance learning- New knowledge gained from neighbouring regions and also from regionAll results (intellectual outputs, multiplier events and training activities) are described in bellow parts of the proposal