Civically Active for Social Engagement (CASE) is a project that follows a cross-sectoral approach interpreted in order to collect, review and publish new and innovative approaches in the training on Active citizenship as a tear down borders between the education sectors and to facilitate a more open, innovative training and teaching. As we are convinced that participation is one of the core skills in the nowadays digital society which means to be in the position to gather information, reflect them and articulate opinion. Participation inherent the ability to conceptualize information and put them into different context. From the perspective of employability, the knowledge on how to participate includes management and leadership skills but as well openness for new ideas and concepts. Transferring participation into education means to educate self-aware citizens and gear their capacities to be Active Citizens, whom are open to new ideas, cultures and concepts and are willing to form and influence their society.Therefore it will be beneficially to create curricula, which have a European perspective on active citizenship and participation. Still each country inside the EU has different approaches, traditions and educational systems. Further on trainings and workshops exist but never been brought together at the European Level. The project seeks to create an evaluation grid for identifying best practice in citizenship building and collect those practices in a method handbook. This handbook will act as a tool-box for trainers, teacher and other facilitators in order to create innovative and tested instructions all over Europe and across all educational sectors. The project will run for two years and will consists out of six multinational meetings (each partner will organize one) as well two Training courses about Citizenship where good practice methods are presented and discussed.The project will be organized in a series of multinational meetings at every partner organization. At every meeting the partners will present two good practice examples of participative methods or used methods in defining the active citizens in addition to projects/ good practices in the field of non formal and formal education. All methods will be documented, collected and published at the end of the project. In order to identify the good practices, the partnership will collect indicators and create an evaluation grid to identify good practices. The grid and the method handbook will be open accessible and should be used by institutions from all education sectors in formal and non-formal learning. The project can be understood as a pre-assessment of the needs to create and test European curricula in active citizenship building through high level dialogue.The project target directly trainer and teacher in all educational sectors. During 6 project meetings we will work on 100 good practice examples, 12 input reports and 6 policy recommendations, which will be published in a comprehensive project eBook.Through sharing good practices of participation and active citizenship, CASE seek impact on all administrative, organizational and educative levels.We expect the participants of the project to extend their knowledge on training participation and active citizenship and how this is done in Europe. We expect partners organizations to professionalize and innovate their curricula through new methods. We expect the learner to become more motivated to perform lifelong learning and we expect stakeholders to become more aware on the need to include participatory methods in teaching and training.On the long run the projects wants to support the aims of the Europe 2020 strategy – to involve more people in lifelong learning, empower people to involve and strengthen the European society to fight back radicalization of any kind.

"As highlighted through the OECD’s 2019 report, 44% of EU citizens lack of digital key competences. Unfortunately this low level extends to all service sectors; simultaneously, the European Human Rights Report (2019) reports the intersectional discrimination migrants with disabilities (both physical and mental) continuously face. ""Digital Practices for Inclusive Programs"" will demonstrate digital pathways to implement non-formal learning methodologies to increase inclusivity & participation, thus strengthening employability & key competence acquisition of migrants/participants with fewer opportunities. This project will coach trainers/advisers to create tailor-made programs that facilitate greater accessibility & inclusion for learners with special needs. OBJECTIVES: Digital Practices for Inclusive Programs promotes the need & advantages of digital pedagogies in integration & educational programs.There are several cases in which educators/advisers can’t provide onsite training due to inclement weather, staff shortage, illness, or other unforeseeable circumstances, such as the current COVID-19 crisis. These obstacles hinder the ability to participate in a face-to-face manner. Now, more than ever, it is apparent how necessary online services are in facilitating continued learning and participation opportunities. By utilizing digital tools that are suitable to integration and educational programs, this project supports strengthening the providers' digital capabilities and introduces an innovative non-formal methodological approach to creating inclusive programs. ACTIVITIES: All intellectual outputs promote professional and personal development that ultimately result in a strengthened community. IO1: Compilation of research on programs for migrants with special needs across the five partnership countries. This research and analysis will combine desk research and utilize the DigiCompFramework to conduct interviews with trainers/advisers to present comprehensive and hands-on analysis of the current state of affairs. The findings will be made available on the platform and to be used as a reference point for adapting/applying digital practices into other service programs. IO2: Design 5 pilot sample courses which integrate digital practices into tailor-made courses for integration services. As each partner will produce a sample course in their native language based on their partner organizations involvement with migrants, IO2 will result in 5 samples of inclusionary digital pedagogic programs. Both T1 (25 trainers/advisers) and T2 (50 migrants with special needs) will take part in testing the pilot courses; this will include a badge system to validate acquired skills through participation in the online programsIO3: This project's platform will be interactive and include all intellectual outputs of this project. Users will not only be able to access the research, sample courses and tutorials and guidebook but also comment feedback, share their own experiences & knowledge to provide a multi-faceted perspective. IO4: Interactive tutorials to coach trainers/advisers in developing their own inclusive programs; as a best practices manual, the series will demonstrate how to utilize e-learning methods to design and execute tailor-made courses to support high-quality learning/counseling programs & increase participation levels. Also includes a badge system to denote participants' results and mastery of acquired digital skills. IO5: A guidebook on the transferability of the digital pathways to other service sectors outside of adult education. Guidebook will be electronic and interactive for all interested parties to access/engage with this valuable resource. 10 Multiplier Events organized in each partner country to share the outcomes and resources of the project. The research findings, tutorials and guidebook will be disseminated at the ME events. 2 Joint-staff trainings aimed at enhancing participating trainers/advisers’ knowledge of the target groups and the methodologies.IMPACT & RESULTSThe project will impact trainers/advisers & their participants, specifically migrants with special needs. Impact will reach other organizations working with the target groups including language centers, integration service providers, and relevant stakeholders in each country.The project will achieve:- Innovative digital pathways that promote digital pedagogy to facilitate higher levels of participation from migrants with special needs, thus strengthening employability and increased social inclusion & cultivation of a shared community- improved digital competences for both the trainers/advisers and participants through the testing phase of pilot sample courses. Acquired skills will be validated through a badge system- promotion of non-formal learning methodologies; by utilizing existing digital resources our project supports the EU’s priority to improve high-quality learning programs that encourage innovative approaches"

he purpose of the Agora project has been to strengthen the capacity of the participating organizations to support young people's ability to create projects in the artistic and cultural fields. With a special focus on young people who do not have traditional input into the industries. By finding and developing with the participants in the project the best tools and methods for realizing the participants' ideas. The results we expected were partly the participants' opportunities to create good, sustainable and innovative projects with high artistic heights and conditions to develop and contribute to both livelihood and self-realization, and partly that our respective organizations should be better equipped to meet these challenges in our everyday lives. work but young creators.The artistic and creative industries are highly relevant and with rapid growth and high profitability and we believe that the capacity we build up during the project can be spread and make positive and real impressions.The main actors in the project have been the five organizations (from four countries) and the total of 17 participant projects. But we have always collaborated with artists, activists, organizations and companies in our respective countries. Collaborated on parts of the project and invited larger groups of young people to participate in the parts of the training where possible and relevant.Throughout the project, participants have been supported by mentors who guided them forward. As the project matured, the participants increasingly began to guide and teach each other based on their special skills and experiences. All participants have met on four occasions - one in each of the participating countries - where they have participated in an intensive program of workshops, study visits and individual coaching. The various meetings have been designed so that the host organization is given the opportunity to share their special skills. Large parts of the programs have been planned by the participants and all parts have been planned in close dialogue with them.Through the project, the various organizations have built new skills in supporting creative projects, but also deepened dialogue with local partners, decision-makers and financiers, and created strong relationships between the participating organizations that will continue to bear fruit.

<< Objectives >>The project aims to support prospective and current entrepreneurs in rural areas in strengthening their businesses and business ideas by transferring knowledge related to circular and resource efficient business models and digitalization.Further, strengthen connections among entrepreneurially minded people in rural areas, support availability of training around Circular economy, promote 'Green Responsible Entrepreneurship' and digital skills.<< Implementation >>The project intends to develop a training for enhancing digital & green skills of rural entrepreneurs in regards to CE and resource efficiency.The foreseen phases are:Preparation: Gathering the information for building the training.Structuring & Brainstorming: Designing the training methodology and topics.Developing: Creating the training in an attractive, user-friendly, digital format.Testing: Adjusting the training according to participants' feedback.Outreach: Promotion & dissemination.<< Results >>Expected results include: 60 Surveys and 3 focus groups to assess needs of rural entrepreneurs6 inspiring Circular Economy business modelsBrainstorming activity with 9 staff members1 Virtual tour of Community Cafe in LithuaniaDevelopment of at least 6 modules in an accessible and appealing digital format1 Training activity for 6 trainersValidation of modules & methodology with 30 participants & improvement of material3 Open House Events with a minimum of 45 participants in totalOutreach

In a world that is increasingly defined by transnational mobility in almost every level, overcoming obstacles deriving from distinctions in educational systems is key to facilitating processes of economic and social inclusion and to prompting the employability of all. However, processes of recognition of learning certificates and skills are obstacles still frequently encountered by people throughout the world. In this context, OBEC primarily aims to explore the potential opportunities the innovative Blockchain (BC) technology may offer to revolutionize the educational field by simplifying and facilitating the issuing and validation of learning credentials across European countries in a unified and enforceable manner. Because BC creates an infrastructure in which certificates can be stored and issued while ensuring transparency, security and verifiability, it has the ability to bring about positive effects especially for OBEC'S target group, composed of migrants, exchange students, and people with alternative learning backgrounds (e.g. VET schools, work experience, training programs, and volunteering).Establishing a system that can guarantee trust, transparency, and reliability in a holistic manner in a transnational context is a challenge our societies must adequately address, as currently standardization of student records in Europe is still limited to institutions utilizing ECTS or ECVET. Consequently, “outdated credential systems limit our ability to create new pathways to education, in particular for those who lack access and need it most” (Joint Research Centre; Grech, A. and Camilleri, A. F., 2017). Indeed, the favoring of evidences of skills and learning achievements earned through formal education over informal and non-formal learning experiences may harm people’s ability to enroll in high-education institutions or to assess the labor market. Additionally, due to differences among national educational systems, migrants are commonly faced with long and difficult processes to recognize their certifications and skills. Such obstacles lead to delays in their integration into the host country’s labor market, also possibly rendering unfeasible the possibilities of their practicing their professions. In fact, more than 40% of the employed highly educated third-country nationals work below their qualification levels in the EU (European Commission, n.d.) This failure in promoting a fast and full integration of migrants in the labor market consequently hinders their ability to fully utilize their skills and realize their economic potential to positively impact the EU economy and societies. In this context, BC technology may offer a unique opportunity to overcome this issue of our current certification systems by creating revolutionary recognition tools in the EU. Emerging from the perception that such revolution is key to enabling people to move freely across countries while fulfilling their full economic and personal capabilities and aspirations, OBEC is a pioneer project composed of three outputs which will conduct:- A research of knowledge gaps and the current state of economic and social integration of the target group;- The development and implementation of an experimental badge system to utilize BC technology in EU systems of educational credentials within a upskilling training programme;- The composition of a set of case studies and videos, as well as of guidelines including good practices and mentor’s advice for practitioners which can inspire important revolutions in the educational context. The methodologies used to achieve these activities include desk-research, expert interviews, the elaboration of text reports, case studies and videos, and the development of digital tools for learning accreditation.Combining partners from four European countries that have different educational systems, OBEC aims at introducing the revolutionary possibilities BC can initiate within the educational field particularly by promoting the integration and prosperity of all, inspiring important changes. As a result, OBEC mainly seeks to positively impact social inclusion and employability in the EU, particularly benefiting the target groups as well as the involved European communities and economies. It is expected that OBEC will directly impact overall 215 individuals, and at least 645 others indirectly among the partner's networks. By exploring innovative digital tools to foster the notions of inclusivity and diversity, OBEC has the final purpose of contributing to the start of a process in the EU which can revolutionize the world through the creation of a barrier-free education system that can prosper through enriched diversity and increased transnational mobility.