“ProMovEnt” (PME) empowers youth female participation in social entrepreneurship on an equal footing with male youths by means of a customized and tested approach of Non Formal Education to empower youth females (Age 18-25) potential social entrepreneurs in rural areas as well as youth organizations and operators that work with the target on a regular basis as agents of entrepreneurial education.PME places a priority focus on exploring and adapting the entrepreneurial learning outcomes designed by European Training Foundation (ETF) “Entrepreneurship Competence Framework” for transnational relevance across the different realities of the partnership (Eastern Partnership Countries and Europe), educational setting (non-formal learning) and target group (potential female youth social entrepreneurs in rural areas). PME addresses the afore defined challenge (empowerment of prospective female youth social entrepreneurs in rural areas) through a transnational cooperation grounded on the added value of the ETF “Entrepreneurship Competence Framework” (EntreComp), empowering youth organizations as broker of social entrepreneurship education towards fragile categories of the female youth population.

A social contract is a political-theoretical concept which describes the (fictive) basic agreement between the members of a polity on the principles of this polity. There is a long legacy of various definitions of a social contract in political theory. There is also a long historical legacy of practiced social contracts, in countries inside and outside the European union. To grasp the impact of the social contract between individuals and groups as well as between the demos and the state across societies, it is crucial to understand the concept in plural and analyse how definitions and practises shape also the scope, implications, and resilience of social contracts in the face of societal transformations. This requires a high-level of context sensitivity and ability to shift between local, regional, national, and transnational settings. Based on the analyses of the limitations of, and challenges to the social contracts in political theorising and practices, CO3 aims at developing and promoting a more democratic, more inclusive and more open model of social contracts, which manifest political and social resilience in the face of major societal challenges, crises, and anti-democratic tendencies. Drawing from 8 empirical case studies in EU member states, and in 3 non-member states, CO3 researchers safeguards and mechanisms for resilient social contracts overtime. While the theoretical ambition of the CO3 project is to analyse how the contemporary theories of the social contract contribute to our understanding of the social contracts in the current crises-driven European political environment, the empirical ambition is to investigate contradictions and tensions between practices, narratives and lived experiences in social contracts across EUrope through concrete cases. As a result, CO3 generates evidence-based knowledge on the safeguards and mechanisms for promoting resilient social contracts, which support citizen involvement and democracy across EUrope.

"The new hybrid threats challenge the world, and Ukraine in particular, on every level:- new threats result to unknown and dangerous vulnerabilities of the societies- currently societies lack sufficient knowledge and skills to cope with new threats- present academic curricula do not even remotely prepare to complex hybrid threats.- Ukrainian state officials, regional administrations and ministries dealing with reality of hybrid war, are lacking the knowledge and skills to recognize, classify and counter hybrid threats with required efficiencyThe analysis of Ukrainian curricula in fields of business and administration, information and communication technologies, social and behavioural science, arts, education, journalism and information showed that current curricula tend to be discipline based and do not address hybrid challenges adequately.The project aims to renew the above listed curricula by introducing unique content that builds awareness of hybrid threats and innovative gamified teaching methods that provide skills and competences to tackle complex threats proactively. The upgraded contents, based on newest EU partner curricula, together with new gamified teaching methods based on AI-inspired adversarial learning, will be used both in MSc degree education and in LLL to train ""positive change agents"" in diverse professional fields. The change agents will learn to adapt proactively to new complex, hybrid challenges, and to disseminate their knowledge to the society. International community of educators and alumnae (WARN network) will be created to guarantee the sustainable development of the educational content, teaching methods and dissemination after the project.The project will link to diverse stakeholders (ministries, state officials, local authorities, companies) for developing the content and to create real life scenarios as teaching materials for both degree education and LLL intensive courses, and for training them to counter hybrid threats."

Link4Skills is a global research and innovation project on skill shortages. The acronym reflects the objectives of the call by linking for/4 fair skill matching. It embeds 4 processes of responding to skill shortages: re/up skilling of established populations (incl. migrants and inactive women), raising wages, automation and migration. It considers 4 continents: Europe, Africa, Asia and America, where skill shortages and skill flows will be analysed. It develops the AI-Assisted Skill Navigator for stakeholders from employment, vocational training organisations in origins and destinations. Link4Skills will scrutinize: (a) how to identify the existing and emerging required skills in changing labour markets?; (b) how the EU should respond to skill shortages?; (c) how to recruit the required skills from various pools either from the existing workforce (including established migrant populations and inactive women) also supported by automation, and from the workforce from non-EU countries? The project combines data on skill gaps and matching in the EU with analyses about human capital in origins; investigates emerging and established migration skill corridors between EU and India, Morocco, Ghana, Nigeria, Philippines, Indonesia, and Ukraine, in order to make enriched inventories of skill partnerships. The project achieves its aims via econometric microsimulations based on EU databases, combining skill supply and demand, and by data collections and stakeholders’ expertise oversees. The knowledge will be nested in the AI-Assisted Skill Navigator (TRL5) which is a Knowledge-Based Expert System, that goes beyond existing policy dashboards. It is an open access system available to public. It is co-created by labour market stakeholders in every partner country. Partners will take care about stakeholders’ involvements in the project, by enhancing tailor-made communication and dissemination. The project will also produce Link4Skill Podcast Series and academic outlets.

The project aims to facilitate the transformation of Journalism education in Ukraine by raising the quality of BA and MA programmes to EU standards, improving students’ employability and international mobility, and promoting ‘media literacy’ within the society. These aims reflect the urgent need to improve Journalism education, as articulated in many independent studies.There are 20 partners • 4 EU HEI with Journalism/Media programmes• 2 independent professional organisations• 1 Quality Assurance organisation• 10 Ukrainian universities representing the Journalism educators across the country• 1 national employer of Journalism graduates • 2 national bodies: the Ministry and Association of Students The 10 Ukrainian university teams will review and reform their current BA and MA programmes to ensure that their new/revised programmes align with EU standards for course design and quality assurance, and with the knowledge, skills, cultural awareness, work-based learning and professional training that would be expected within a EU university. This will entail study trips to learn about European models of Journalism education; training in the utilisation of EQF; self and international peer-review of new/revised curriculum; and staff, student and employer evaluation of programmes. Project findings will lead to the production of National Guideline Statements for BA and MA Journalism programmes. In alliance with the processes of curriculum reform, DESTIN will undertake activities to increase public understanding of the role of journalists and citizens within a multi-cultural society. These will include opportunities for stakeholders to contribute to the development and sustainability of the project (e.g. through Open Days at Ukrainian universities, responses to needs-surveys, and an online discussion forum); and opportunities to learn from a suite of online ‘media literacy’ courses, targeted to the needs of secondary schools, university students, and the wider public.