The Council of the European Union, on their recommendation from the 22 May 2018 on Key competences for lifelong learning, established a framework of eight key competences to be developed in all citizens of the EU. This recommendation defines Digital competence as the competence that “involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking.”According to the Digital Economy and Society Index (DESI) report from 2018; in 2017, 43% of the EU population had an insufficient level of digital skills, and 17% had not at all. There are proportionally more men than women with at least basic digital skills (respectively, 60 % and 55 %). In addition, only about 31 % of people with low education levels or no education have at least basic digital skills. This figure is also significantly lower among those living in rural areas (49 %), who tend to be relatively older, than for their city-dwelling counterparts (63 %). The EC paper Digital Education Plan states that 51% of European Citizens don’t feel informed about how to deal with cyberthreats. The lack of digital skills also puts adult people at risk of marginalization, 42% of citizens with no computer skills are inactive in the labour market (Source: The European Digital Competence Framework for Citizens). Results during the project: -Project management procedures and project plans (work plan, Monitoring and Reporting (M&R), communication and dissemination activities, quality plan) agreed and monitoring.-4 transnational meetings realized. -O1. Digital skills for adults. Course 1: Safety. DigComp level 2. -O2. Digital skills for adults. Course 2: Information and data literacy. DigComp level 2. -O3. Digital skills for adults. Course 3: Communication and collaboration. DigComp level 2.-14 adult educators and trainers participating in a 5 days international intensive study program (C1)-14 adult educators and trainers participating in a 5 days international intensive study program (C2)-Minimum of 350 people enrolled on the online courses.

"Research demonstrates that the sector of office administration is very important and popular and is continue to be one of the first professions in demand until 2020. EUPA_NEXT deals with this sector. EUPA_NEXT is the continuation of a very successful project EUPA (Leonardo DOI) that has developed a qualification framework for administration personnel in 4 EQF levels (levels 2,3,4 and 5) as well as the assessment tool and training materials for level 2. EupaNext aimed to develop a certification for administration personnel in 4 different levels. However, it is noted that the sector of Administrative Personnel has been used as a case study as the project aims to validate the knowledge, skills and competences of non regulated sectors.More specifically, EUPA_NEXT objectives were to:1.Facilitate the understanding of EQF & ECVET policies & explore different methodologies for the assignment of credits 2.Develop a comparative report on the situation of the countries on EQF and ECVET3.Review, curricula, materials and assessment developed under the previous project and develop curricula, materials and assessment for levels 3,4,5. Then certify curricula and materials with ISO and the assessment with ISO17024 (all levels). EupaNext provides a complete solution for the validation of knowledge, skills and competences of administration personnel.4.Provide flexible pathways to learning and validation (classroom trainings, ebooks, only assessment).5.Develop a ""how to"" practical guide for the validation of formal, non formal & informal learning for any non regulated profession.The qualification framework developed by the Eupa project had adapted a rather holistic approach. EupaNext has reviewed the qualification framework, taking into consideration the current trends and has analysed each of the learning outcomes into knowledge, skills and competences. Although that was an additional task not recorded in the original application, the consortium considered that to be an important task, as the QF would guide the consortium for the development of curricula/ training materials/ assessments, making more specific the required knowledge, skills and competences to be developed. Although EUPA project had developed materials, curricula and assessment tool for level 2, even those were reviewed during the current EupaNext. Therefore, EupaNext assigned credits to the qualification framework (levels 2-5) using ECVET. EupaNext has developed curricula and training materials for the trainer. Training materials included PowerPoint presentations and methodological tools to be used by the trainer. Ebooks for learners were also developed. EupaNext has certified all curricula and training materials with ISO. Additionally EUPA_NEXT has developed assessment tools for levels 2,3,4 and 5 and has certified those as well with a relatively new standard ISO17024 that certifies personal competences. Curricula, training materials and assessment (in all levels) were pilot tested. Last but not least the project has developed a best practices guide for the validation of any non regulated profession,The main target groups are:- VET institutes and VET trainers delivering training courses in office administration- Students in VET studying office administration-Vet policy makers- Office administrators that are interested in validating their knowledge, skills and competences in different EUPA_NEXT levels- Unemployed people that through EUPANEXT may enter the labor marketEUPA_NEXT activities include:1.Development of a comparative report on the situation of the countries of the consortium in EQF and ECVET2.Identification of several methodologies for ECVET application, selection and implementation of one3.Development, pilot testing, ISO certification and evaluation of training curricula, training materials and assessment tools as well as trainer's guides4.Development of ebooks and promotion of flexible pathways to learning 5.Composition of a Best practices guide - a step by step approach for the validation of formal, non formal and informal learning6.Several dissemination events targeting VET Institutes and trainers, Vet students in the area of office administration, policy makers, employers etcAt the sector level the impact envisaged is high through the development of a European certification for administration personnel in several levels by applying the principles of EQF and ECVET and using an internationally recognized standard: the ISO standard for certification of competences. At the policy level EUPA_Next is an ECVET project that has explored different ECVET methodologies and selected one to apply. Partners and participating countries benefited from the exercise of ECVET. In the long run, project partners will continue to provide the training and certification to the administrative personnel.They will maintain the materials, curricula and assessment current and fresh and they will try to convert EUPANEXT to a EU stardard."

Covid pandemic many adults need to re-balance and reshape themselves in order to foster innovation, leadership and entrepreneurship. Low self esteem, unemployment, social disconnection, lack of motivation, the feeling of being left behind in a changing environment, are some of the problems that many adults are facing in this Covid nightmare. Accordingly, we have to set up a different methodology to engage them within the EU strategies for long life learning. For this group dance has a very attractive appeal. Dancing itself is for adults a traditional way of social inclusion. So, it will act as an attraction factor for the disconnected. In that point we follow Sidorkin’s (2007) methodological approach, when he remarks that educational tools must have the capacity to attract and retain participant’s interest. Therefore, combining dance with mindfulness+applied psychology, they will develop their skills in order to foster leadership and innovation in a dynamic, inclusive and attractive environment.Aims of the project: Output results:Project management procedures and project plans (Work plan, monitoring and reporting (M&R), communication and dissemination activities, quality plan) agreed and monitored by project coordinator. 4 transnational meetings realized. O1. Research document. Best practices in dance+mindfulness+positive psychology in adult education and development of skills through non-formal training activities. O2. Online course for teachers, trainers and dancing groups. O3. Video learning pills for adult training. Outcome results:Orbis will lead a national network of mindfulness accredited professionalsOrbis will define the steps to be the first Slovakian accredited association in mindfulness in the medium term. At least a dance group per partner country will be taught in this new methodology.Enhanced knowledge about mindfulness, positive psychology, dancing and skills development, including leadership and creativity. (At least 14 best practices identified in the topic).Enhanced practical skills to train adults in the dancefulness methodology in at least 200 people enrolled on the online course and 12 participants on the C1 training activity. Enhanced dancing skills and leadership and creativity skills from people from people impacted by youtube videos.