Nowadays, it is known and reckoned that entrepreneurial mindset is a transversal competence necessary not only in the sphere of work, but also in all the spheres of life, as it promotes in particular motivation, pro-activity, independence, initiative and innovation in personal and social life. Fostering and reinforcing such competence leads to an improvement of society especially for disadvantaged low-qualified people who face (re)integration problems. As a matter of fact, adults that do not take part in social life are left to their own devices. It is therefore of importance to promote models and new educational pathways aimed at integrating, transferring and promoting the entrepreneurial mindset.Moreover, knowing that digital competence is of major importance for learning, work and active participation in society, some European partners decided to work on a project which aim was to Reinforce Entrepreneurship in Adults through Communication Technologies : project REACT was born!The objectives of project REACT were: > to raise adult awareness of the importance of lifelong learning paths; > to promote among the adults a better understanding of the entrepreneurial skill; > to get a sample survey of the best projects and tools employing entrepreneurship skill; > to define and test innovative tools and practical methods that support educational paths for adults in order to improve their entrepreneurial skills; > to promote an innovative tool for the recognition of competence.The main target groups were: > Direct beneficiaries: low skilled adults who live in poor areas with geographical obstacles; unemployed people who do not succeed in re-entering in the society; adults with a migration background who need a support to integrate in their new host society; adults with low social background and with low basic skills due to school drop-out because of the need to start working at a young age; women as they face a higher risk-of-poverty than men. > Intermediary beneficiaries: staff, teachers, trainers, educators who work in Adult Education organizations, schools, associations, etc. who deal with adults and may be interested in knowing and using project results. > Policy makers in the field of education.REACT project has developed 4 outputs linked to the following activities: 1. Desk research about tools and projects dealing with entrepreneurship which enabled to define the best methodology based on teaching methods, didactics and conditions for adults to become entrepreneurial; 2. Development and testing of an Innovation protocol which found new educational paths to reinforce entrepreneurship among adults; 3. Creation of a Recommendation document presenting a new tool for the recognition of entrepreneurship competence in Europe; 4. Creation of an e-learning platform including a digital game to be used with the adults involved in the project. Through the game and the methodological approach of gamification, adults increased their motivation in learning.Moreover, REACT project has developed an ADULT CENTRED APPROACH which is considered crucial to empower adults and make them responsible for their choices. To be effective and develop tailor made tools, reinforcement of entrepreneurial competence among adults required a clear perspective of the adults’ needs: thanks to REACT, adults involved in the project were active in the investigation on their needs and proactive in the identification of solutions. Furthermore, REACT project outputs were developed to be in line with the “EntreComp” document in order to: - contribute to a better understanding and promotion of entrepreneurship skill; - support Adult European citizens to participate in all areas of society by transforming ideas into action; - enhance creativity and innovation.Finally, REACT project aimed at improving and enhancing teachers' and trainer’s performance through the creation of innovative educational tools which contribute to a better understanding of the importance of the entrepreneurial skill; give adults new motivation to improve their social and personal life; enhance adults’ motivation to learn and increase the time devoted to learn new skills.All REACT results are available with free access from the project platform: https://www.reactproject.online/. Outputs are all translated in English, Finnish, French and Italian and can be downloaded for free (choosing the correct linguistic version from the website). Due to its simplicity and easiness of use, REACT intellectual outputs are easily TRANSFERABLE and therefore ensure future sustainability.

"If the migration crisis of the 2010s highlighted the difficulties in receiving and integrating people with a migrant background in Europe, the health crisis linked to the COVID-19 will exacerbate the needs of the 164 million migrant workers in the world who are severely and permanently affected by this pandemic.Therefore, many European countries have experienced and will experience migratory flows linked to labour needs but also to population displacement.The project ""Promoting Active Inclusion in Europe"" - Be in Europe aimed at the social and cultural integration of migrants on the one hand, and at their professional integration, on the other hand. Consortium Be in Europe, composed of 6 partners from 6 European countries, accompanied the migration dynamics by developing and promoting training contents and activities aimed at favouring migrants’ integration into the host countries society and labour market. The aim was to participate in the construction of a transcultural and tolerant Europe that creates wealth for all and by all. To this end, over a period of 27 months, project partners developed three alternative learning schemes for (i) the improvement of migrants' psychosocial skills, (ii) mediation and intercultural skills for businesses and (iii) support for business creation/entrepreneurship. In addition, they worked on the creation of the Be in Europe collaborative platform, which is both the showcase of the project (hosting of deliverables) and promotes networking between different actors, particularly around the activity cliché: exchange of experience in order to overcome prejudices and stereotypes.A total of 142 participants took part in the 19 training sessions organised in the partnership territories, bringing together (representatives of) adult migrants, pupils, students, teachers (FEP) and (representatives of) companies, business creation networks, professional organisations, Employment Office, Trade unions, etc. Sessions were carried out face-to-face and/or virtually, in spite of the pandemic, thus reflecting a real motivation and a real need on the part of all the players.The alternative methodology applied favoured the involvement of the participants and the conditions for the sustainability of the measures, since project direct beneficiaries were closely involved in the creation of content throughout the process: the aim was to work with and for them.Be in Europe project was punctuated by various dissemination events which contributed to a wider use and appropriation of the results and to the inclusion of the action in time. Thus, 312 people took an active part in these events which took place in Bulgaria, Belgium, France, Greece, Italy and Portugal, sometimes in person, sometimes online, sometimes simultaneously.All the project outcomes are freely downloadable from Be in Europe website in the 6 languages of the partnership: https://www.beineurope.eu/."

According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the Attention Deficit Hyperactivity Disorder (ADHD) concerns 5% of children and 2,5% of adults who have a certified diagnosis of the attention disorder. However recent studies carried out by King's College of London show that the whole phenomenon is much wider. A survey carried out among EMPOWER ME partners highlights the fact that in schools involved in the project, nearly 40 % of the students have this disease while among VET CENTERS the percentage reaches 60%. The GENERAL OBJECTIVE of the project is to improve the academic/educational success and performances of students with attention deficit. Therefore, the SPECIFIC OBJECTIVES include, on one hand, the development of innovative tools and methods to promote teachers/trainers/educators’ abilities to adequately address the attention abilities of students. On the other hand, the project intends to provide students with strategies, tools, methods to manage their attention disorders and increase their attention ability. The TARGET GROUP includes: - STUDENTS: with formal recognition of AHDH or ADD disorders and also students with special behavioural needs including those who have behaviour related to attention disorders but no specific formal recognition and who represent the majority of the youngsters; - TEACHERS/TRAINERS who work with multiproblematic classes including Behavioural and Learning Disabilities students and EDUCATORS who work individually with students with Behavioural and Learning Disabilities students. Project EMPOWER ME! will foresee the development of 4 Intellectual Outputs (IO): - Compendium of Methods for teaching and counselling youngsters and students (VET) with attention disorders - aiming to provide elements to establish a theoretical basis to sustain the other three intellectual outputs to create. - Study Analysis on the characteristics and needs of the youngsters, students (VET) with attention disorders and of the teachers/trainers/educators working with multiproblematic students. - Virtual Resource Centre (The EMPOWER ME Centre) - designed as a virtual space where trainers/teachers/educators from different countries can find some information about attention disorders. They will also have the opportunity to interact with professionals and experts while presenting examples of good practices, especially in VET contexts, and difficulties they face in their daily practice. EMPOWER ME Centre includes information about teaching methodologies that promote educational success amongst students suffering from those problems and other materials and resources.- TOOLKIT for students including exercises and web application that can be used to promote attention skills. The project follows a STUDENT-CENTRED-APPROACH. This approach is considered as crucial to empower students and make them responsible for their choices because they will be active in the investigation of their needs and proactive in finding solutions. The project expects to OVERCOME SCHOOL FAILURE THAT IMPOSES VERY HIGH COSTS TO SOCIETY. Teachers and trainers are to be equipped with innovative tools and methodologies to deal properly with students with attention disorders. The expected long-term impact is: - creation of professional networks and communities of practice; - more profitable school environment; - improved effective study method sets on special attention needs; - improved awareness of the phenomenon of youngsters’ attention problems; - identification of innovative tools to provide quality teaching and training to students with attention problems to be included in institutional school curricula.

According to the European Survey on Language Competencies of 2012, English is by far the most taught foreign language in nearly all European countries at all educational levels. Furthermore, it is a key skill for employability: the European Commission Study on Foreign Language Proficiency and Employability (2015) revealed that over four in five employers interviewed and three quarters of advertised online vacancies stated that English was the most useful language for the jobs discussed in all sectors and in almost all non-English speaking countries. But, even if many VET providers offer English language courses, that critical skill on the job market is not mastered by all learners. Therefore this need in training from many European learners has allowed the development, in the last years, of a large amount of mobile learning apps and programs, certain meeting quite a big success such as Duolingo or Babbel. Their success is not surprising considering that learning of a language is indeed adapted to mobile learning as it uses frequent and small lesson, allowing the learner to integrate a new vocabulary at a good pace but those commercial apps are somehow elitists. First most of them rely on monthly payment or subscription (10€/month for Babbel for instance) but even when they do not (such as Duolingo), the elitism problem with such program is that they leave the learner alone to face difficulties: they do not provide explanation and only a scares support. Therefore the students that are gifted or know where to find such support can do well using such tools but for the vast percentage of others (most of the regular learners, learners with learning disorders, socially disadvantaged learners) the tool is ineffective and results in them giving up and in discouragement on their own capacity to learn a foreign language. The tool is nonetheless useful is used within a frame where students receive the proper support, even more if that system can guarantee the certification of the learning process. Such tool can now be created by schools without a large investment thanks to the democratization of chatbot. The chatbots are computer programs using Artificial Intelligence (AI) which can conduct conversation. Their usage has increased enormously in the last 8 years with the internet of things but also with the integration on massive messaging platform such as Facebook Messenger or WeChat. As they are conversational agents and can be used on mobile phones, they are very easy to use for youngsters and virtually anybody else and have a great potential as an educative tool as they have all the tools needed for teaching pieces of information, evaluating whether learners understand the information given and send feedback to teachers to help them understand what learners understand best and where they have more difficulties, so teachers can adapt their classes for a better group and individual progress. Based on this NEED (transnational lack of English skills to fill the need of the job market) of our TARGET GROUP (European learners in general, VET learners in particular) and on the CONTEXT (development of the possibilities of technologies, AT and mobile learning + the barriers of the commercial solutions), this projects had the OBJECTIVE to create a chatbot and supporting material for trainers to be used in the VET sector in order to provide an innovative tool for supporting the learning process of the students in the English language, whether in individual setting or in accompanied learning and in fine to increase their level.Following the creation process during the project, the objectives have been raised and led to the completion of the following OER: - a booklet on the possible uses of chatbots in education,- dynamic Enligsh teaching content (for CEFR levels A2 and B1),- the creation of 2 teaching chatbots Mr Winston (A2) and Mrs Winston (B1) accessible on Facebook Messenger- their transposition and adaptation on a chatbot platform Tutorbot- support lessons (for CEFR levels A2 and B1),- a pedagogical guide on how to use and integrate the chatbot into teaching practice,- a chatbot design guide to support the development of other chatbots by education professionals.

Specific Learning Disabilities affect about 15 % of the general population, unfortunately teachers are scarcely aware of the impact of such disabilities on school life. Additionally, families are unprepared to cope with the specific needs and obstacles of their children with SLD.The ways of support vary in each country of the EU but all share similar challenges with a lack of open and reliable material for the general public. For example: online training about dyslexia is hardly accessible and only in English.To provide a better answer to that problematic reality, we have created the project “MOOC Dys”, an international and multilingual MOOC. Its 1st edition has provided:-online training for teachers-reliable information on how to cope in the daily life and school obstacles-free and usable resources for families and teachers-space for expression for all involved -testimony of coping strategies Mooc participantsWe have attracted 12.373 users in 3 categories:-Parents of children and teenagers with SLD-Teachers and professionals who face students with SLD-Paramedical professionals (speech therapists, occupation therapists, etc.)Activities The MOOCDys was organize around 7 weeks of classes: -Introduction to the course itself (week 0)-Common body for all the participants (4 weeks)-Specific set of modules for teachers and professionals (2 weeks)-Specific set of modules for parents (2 weeks)The collaborative aspect of this MOOC was very important, and we have therefore made it mandatory. In order to obtain a certification, learners had to discuss, exchange and contribute to the content through testimony about the SLD challenges they face and the solutions and strategies they implemented to overcome their situation.In addition, 7 webinars have been organised in French (the largest learning community), one each week, to deepen some topics by inviting expert to interview.There were 2 types of certification: one for the parents’ module and one for the teachers and professional module. The delivery of those certificates was based on the full completion of the course (all modules and exercises) but also on a set a participation criteria.In addition to the MOOC itself, several other activities and OER have been made:-Conferences in all the partner countries gathering over 301 participants -42 workshops with parents and specialists to go over the content of the MOOC and beyond-1 syllabus gathering all the resources of the online course to ensure the sustainability of the content and its transferability-2 toolboxes, one for each module, with a total of 60 tools to help learners with SLD MethodologyThe methodology we have used for this project is a mix of the ADDIE method and the Design Thinking: -first identified the learners’ needs via surveys in SLD social media groups,-empathized with them and their condition-brainstormed during the M2 with experts about the best solutions to meet those expressed needs -created a prototype and test it with a panel of learners with the end users’ profile-distributed the content of the MOOC through a collaborative virtual learning environment-engaged a group of 106 ambassadors (active parents and professionals) that supported the community around the MOOC.All along during the project, we have used online collaborative tools (SLACK and ZOOM) and live meetings to coordinate and structure the partnership work according to the general plan.Long term impactsOn the learners: - the participants who have used and who will use the online and on-site tools will be able to support better the learning of pupils with SLD, at home and in the classroom;- the provided material delivered under the Creative Commons Licence 4.0, allows everybody to use and modify those contents according to their specific needs- the learners have and will continue to disseminate acquired knowledge in their own environment and network, even years after the MOOC, thanks to materials on the website- participating in the discussion on the multilingual MOOC forum allowed learners to create a sense of community and mutual support while sharing their experience with SLD and their methods to cope with the challengesOn the partner organizations:- the partners organizations are quite different and complement each other very well: we have all learned from each other’s experience and specific skills- the experience gathered during this project has already proven and will continue to be reusable by each partner for new projects, internationally as well as at home.- the partner organizations and several experts form an informal European network of experts and professionals which is lasting after this particular project- collaborative work during the content creation phase for MOOC allowed partners to acquire new digital skills like: creating videos with multilingual subtitles, animated content and infographics