Dementia is one of the major causes of disability and dependency among older people worldwide. One of the main problems in long-term care services is the lack of knowledge of professionals and direct care staff on symptoms of dementia, changes at the physiological, cognitive and behavioral levels and interventions in activities of daily living. There are different VET programmes for care staff, however, stakeholders think that learning content about dementia is not enough considered in the training curriculums of the European Countries at EQF level 4. The European strategy for the prevention of dementia has pointed out that the situation of dementia requires great efforts in national VET systems to provide caregivers with a global overview of dementia in order to face day-to-day problems (with orientation, communication, etc.) and to break taboos of the topic of dementia. In the same way, it would be important to improve professional knowledge and skills on dementia in the community healthcare services of the European countries (Alzheimer Europe, 2019).In this sense, the Danish Dementia Research Centre (DDRC) has developed a set of open educational resources (the app “Videns on Demens” and the e-learning platform “ABC dementia care”) addressed to basic care staff and professionals in long-term care services. The app is a widely used observation tool for caregivers available in Danish language and is considered as a successful experience since in 2016 it was used 52,550 times (user sessions) and had 15,575 users. In 2017 they considered managing about 26,000 online users in the platform ABC dementia-care.With this in mind, AppForDementia project partners have agreed on to create a set of open educational and multilingual resources on dementia, based on the Danish experience, with the purpose of implementing these resources in the national VET programmes for apprentices and professional caregivers in long-term care services.The specific objectives of the project are the following:• To define a methodological framework for transferring the Danish open educational resources to participant countries.•To propose an international training curriculum about “Symptoms and interventions for people with dementia” at EQF level 4 described in terms of training units and learning outcomes.•To develop a set of learning contents and training materials on symptoms and interventions for people with dementia. •To create and test a multilingual educational APP addressed to care staff, trainers, students, and professionals of the care sector.•To create and test a multilingual e-learning course on Dementia symptoms addressed to trainers, care-staff, and professionals.The project considers about 25 associated organizations in the different activities of the project. The target group is estimated about 10.000 people.The direct target groups of the activities of this project are the following: • Caregivers, basic care staff, nurses, and professionals in the long-term care services • Trainers and teachers in care educations • Students at care educations • Decision makers in the field of education However, relatives of people with dementia will also benefit from the project results and the final beneficent is the person suffering from dementia.The results of the Project are the following:-A methodological framework for OERS, based on a training curriculum about “Symptoms and interventions for people with dementia” at EQF level 4.- International seminar, multiplier events and workshops for developing open educational resources.- An educational app and an open e-learning course for care staff, trainers and students in the care sector. The most important expected impact is the improvement of the capacity and competencies of caregivers and the competencies of teachers/trainers/educators to be able to take care of and reply professionally to the specific and particular needs of people affected by Dementia. As a consequence, the app and the other results of this project could increase the quality of life for people with dementia and help to prevent abuse and neglect of the elderly.The consortium of the project is formed by an NGO managing a group of nursing homes in several Spanish regions (MENSAJEROS, ES); a vocational training centre in Denmark (SOSU OSTJYLLAND, DK); a NGO in the social sector in Italy (ANCIANI E NON SOLO, IT); an association for elderly care sector in Romania (HABILITAS ASSOCIATIA, RO).

"Images of the young carer can be traced as back as far as the 11th century. Whilst novels, and media images, tell us something about the changing nature and experience of young carers in Europe, surprisingly little knowledge has been gained from research or official statistics. So, whilst there is considerable literature which focuses on the lives and needs of informal carers in the community, most of this fails to examine in any depth the particular experiences and needs of young people who care (Fallon, 1990). This also means that the barriers and enablers for their educational, training and employment avenues remain largely unexplored. Due to this knowledge gap the extant curricula, methodologies, material, opportunities and courses are not always fit for purpose. Despite of being under the radar of educational and social justice policy, the number of young carers is not to be underestimated. Just in the UK it is estimated that there over 1.5 million carers below the age of 35. A quarter of them have being carers before the age of 16 (Parker, 1994). In Italy, there are 170,000 young carers and 25,000 (under 17) in Sweden. There are no national statistics on the young carers in Greece. We also know from evidence that young carers face additional barriers to education, training and employment. For example, according to a research by Carers Trust, young carers aged between 16 and 18 years are twice as likely to be not in education, employment, or training (NEET) than their peers. According to Eurofund, young people with an immigration background are 70% more likely to become NEET compared to nationals.Research has also showed that the majority of young carers tend to come from Black, Asian and minority ethnic groups (BAME). For instance, in the UK young carers are 1.5 times more likely than their peers to be from BAME communities, and are twice as likely to not speak English as their first language. We now have enough evidence to know that BAME groups continue to be disadvantaged in our modern society due to discrimination. On the other hand, providing care can also enable a young person to develop personally and to gain life skills that can also facilitate the transition to adulthood and lead to very positive outcomes for young carers. It is also estimated that billions of Euros are saved by European public services due to young carers.Young carers need to be given the recognition, opportunity and support to flower as individuals and as carers. Guidelines for action need to be based upon up to date evidence that involves them.The Care 2 Work project aimed to respond to this knowledge gap through a youth-led methodology. Inspired and motivated by the priorities of the EU Youth Strategy, the C2W project will bring together young people and professionals to establish a cross-sector, transnational Strategic Partnership in order to design and implement innovative practices and come up with a set of accredited, reference documents that will: (a) empower young BAME carers (b) increase the capacity of service providers, notably in the areas of integration, equity and inclusion, and discrimination.Focusing on the Europe 2020 Strategy, C2W aims to foster integration, social equity and inclusion through a two-tier approach i.e. by empowering and involving directly marginalised youth in its delivery, while at the same time increasing the capacity of organisations servicing them. In line with the provisions of the Lisbon Treaty to ""encourage the participation of young people in democratic life in Europe"", through non-formal learning activities and the development of an evidence-based training programme, C2W will promote innovation, exchange of experience and know-how between different types of organisations providing services to youth with fewer opportunities."

<< Objectives >>Project target groups representing some of the group most impacted by the COVID-19, will be accompanied to tell their stories of adaptation and transformation following the pandemic and to build on that to strengthen skills like flexibility, problem solving, coping and creativity using artistic methods.<< Implementation >>The expected tangible results of the MRS project are the lesson plans of three workshops, adapted for the use with thethree target groups, based on different artistic techniques, and all aimed to the development of resilience-related skills. While interconnected and conceived to be used together, the three workshops could also be used independently forshorter and more focused interventions. Partners will also produce a piloted manual and toolbox for the replication of the workshops by adult ed<< Results >>The project expects to support the positive adaptation to adversities of vulnerable target groups through creative methods, to increase the social inclusion of vulnerable target groups significantly impacted by the consequences of the COVID-19 pandemic, to contribute to the pedagogical research in the field of creative methods applied to adult education, during the project lifespan and during the sustainability period

<< Objectives >>Since the 20th century, the vision of death has become a symbol of medical failure and a taboo. Recently, the ageing of the population and the Covid-19 health crisis have highlighted the need to reappropriate issues related to illness, suffering and the end of life. The HMH project aims to share, discuss, debate and educate on issues related to anticipating and raising awareness about end-of-life care, whether it is near or far.<< Implementation >>In the continuity of the Belgian project of anticipation of end-of-life care, the PSPA-PAVS, the enrichment of national experiences as well as an innovative pedagogy will allow the general public, the (non-)professionals of health, care and education, training to have coherent and efficient socio-pedagogical tools. Debates, exchanges, discussions and recommendations will animate the partnership (4 countries) and the stakeholders during the whole project.<< Results >>The experience synthesis guide and the e-learning platform produced in the framework of the HMH project will be disseminated to the sectors concerned, to public, private and associative services as well as within European networks such as EAPC and Eurocarers. The consortium will ensure that the target audiences and beneficiaries identified can have access to the socio-pedagogical tools created on the basis of the themes of support for anticipating end-of-life care.

Ageism constructs older adults as 'different', and can result in violations of their rights. Particularly vulnerable are older people dependent on others for care and support. Their right to lead dignified, secure lives as equal members of society often go unheeded, creating context and opportunity for elder abuse. Confronting ageism is central to confronting elder abuse. With population ageing, the percentage of populations aged 65 years and over is estimated to increase in Europe from 16% (2010) to 25.6% by 2040, particularly in the 85 and over group. Hence elder abuse has the potential to impact on the lives of a growing number of people. Whilst progress is being made at a policy level, elder abuse remains a taboo topic, a hidden problem in many countries. Elder abuse may not be recognized as a crime or a violation of human rights. Older people are fearful of the repercussions if they disclose maltreatment, and therefore stay silent. The failure within our society to challenge ageist assumptions and attitudes to older people, lack of awareness amongst older people of their human rights, and deficits in awareness and knowledge amongst health and social care professionals contributes to a lack of action in addressing elder abuse on the ground. Hence new ways of educating older people themselves and those that provide care and support to them is hugely important and paramount if people are to lead dignified, secure and fulfilled lives as they age. The objectives are to address this gap in awareness and knowledge by - designing an education programme that will provide new learning opportunities in the field of human rights and empathy to prevent abuse. Traditional learning opportunities explicitly focusing on elder abuse may be ineffective or refused by the target group, as abuse can be unintentional due to lack of awareness and taboo nature of the topic. The methodology proposed will use creative tools including socio-drama to deliver the programme in day care centres and residential settings. - empowerming older adults though education on human rights and the exploration of ways of safeguarding well-being- fostering empathy amongst formal carers abuse through enabling them 'to walk in older person's shoes' and challenge ageism- developing educators' competencies on the topic- working with care settings to implement changes identified in the workshops to enhance human rights of older people, encourage and support the development of elder abuse policy informed by outcomes of the programme Target groups are- older adults, particularly those in care settings, who lack the opportunity to engage in learning on human rights and elder abuse, yet are a group most in need due to increased disability and reduced social networks- Professionals and formal carers as low level of awareness and knowledge of elder abuse have been shown to be related to low level of training in topic.The project is carried out by a partnership made up of four NGOs working in field of elder abuse in Ireland, Italy, Romania and Finland together with Gaiety, one of the most important school of acting in Ireland. Together we will develop an education programme using active learning methods, socio-drama, to raise awareness amongst older people of their human rights, challenging ageism and building empathy amongst formal carers. Outputs include an E-Book outlining context and theory of elder abuse, exploring this new concept of 'generational intelligence', the Handbook on the Education Programme provides a step by step guide on how to deliver the programme. A report on participants' experience of taking part in the programme provides insight into the actual workings of the programme. The lessons learned report provides a platform for sharing knowledge with wider community and a video to demonstrate human rights in action. Results and impact attained- 118 care professionals and 87 care recipients directly benefited through participating in Respect to Prevent programme by gaining better understanding of human rights and GI, increasing well-being- Wider stakeholder engagement in concepts of GI, human rights, and their relevance to elder abuse prevention - Informed decision-makers to help promote a more enabling environment in the prevention of elder abuse. - Improved collaboration between stakeholders at local and national level in changing policy and practices to enhance rights- New ways to educate and provide carers, professionals and older people with the skills to protect themselves and those they care for. This was a common need of all of the partner organizations, - Wider awareness among older people of their rights, increased empathy and understanding of ageism and elder abuse among formal carers and wider community.Long-term benefits - increasing awareness of human rights in context of safeguarding policy and legislation at national level- highlighting the kinds of breaches to human rights experienced.