Adult learning is a key part of the lifelong learning spectrum which includes formal, non-formal and informal learning activities undertaken by adults. Placing our efforts into lifelong learning is undoubtedly a necessary investment. Continuous investment in the upgrading of human resources in a methodical and innovative manner plays an integral part in the increase of national, European and Global productivity as well as healthy competitiveness in the market. However, the results from the European Union (EU) labour force survey show that in 2018 the participation of adults in lifelong learning in the EU stood at 11.1 %, with a mere 0.2 percentage from 2017 thus indicating that there is still much to be done and improved.“Flip Edu Up (FEU)” aims to modernise the adult education and vocational training system through Blended Learning via the main objectives listed below :• Improve the teaching skills of adult educators/trainers• Improve the digital skills of educators/trainers and adult learners• Improve the capacity of adult educators to deliver high-quality courses using blended learning • Support modernisation of educational training systems • Help prepare education providers’ readiness, resiliency and efficiency when handling force majeure situations by equipping them with tools and mindset necessary to continue the learning process and progress• Smoothen the transition from traditional classroom learning environments to online learning environments for situations where a hybrid/blended learning environment is not an optionThe project will offer educators/trainers the opportunity to learn how to tailor the Blended Learning method’s models to suit the needs of their learners and as such be able to implement their own combination of models to reach their unique educational goals. The end goal is to assist educators in becoming expert designers of innovative learning environments. The main outcomes of the project:1)Guidelines “Methodology, Quality Assurance and Evaluation for Blended Learning Approach in adult education” The guidelines aim to become a “manual” for adult education and vocational training organisations ,educators/trainers and other stakeholders in AE to refer to when integrating blended learning in their educational programmes when continuously striving to produce fruitful results. 2)E-platform – Community of innovators -whose multilingual e- courses and social learning area will enable autonomous learning by educators in partner countries and in Europe The E-learning platform will consist of 2 main elements:i)Practical online courses for educators/trainer to access and receive support from the course creators when embarking on in the Blended Learning journeyii)Learning space (community of innovators), which will allow users to come together and learn from each other interactively.The project will target European adult education centres and adult educators searching for support to improve their competences in teaching and digital skills in order to digitalise their teaching programmes and engage adult learners. The project expects to have 65 adult educators/trainers, 500 adult learners and 50 stakeholders directly involved in project activities. Project will: •Raise the awareness among target group and stakeholders on the importance of digital skills and new teaching approaches aimed at supporting adult educators’ efforts to modernize our current adult education systems and increase adult learners engagement;•Increase the capacity of target groups and stakeholders by providing them with new teaching methods, tools and guidelines needed to improve their learning offers, making them more relatable, motivating, inclusive and effective for learners of various backgrounds and learning styles;•Increase the cooperation among stakeholders (e.g. adult educators and trainers, mentors, representatives from adult education institutions and associations, VET providers, adult policy makers, various public bodies) working towards the same goal i.e. modernisation of their learning offer and adult education systems as a whole. The long-term plan is for educators/trainers to continue using the e-learning platform and community of innovators by attending courses and contributing with their ideas, knowledge, and tools. Doing so would continue to improve their teaching capacity and promote innovation in adult educations systems in Europe. We also expect associated partners and Stakeholders to be motivated to create spin-off opportunities and developments based on the project’s approach and outputs thus contributing further to the modernisation of adult education and training systems.

<< Objectives >>Aligned with the priorities of innovation in VET, adaptation to the needs of the labour market and improving quality assurance. DEValAT has two main objectives. One objective is to keep validation on the educational and pedagogical agenda and to bring it forward. The other objective is to discuss approaches, procedures and instruments of validation in the light of practical experiences and thus to continuously improve quality and professionalism.<< Implementation >>In addition to the kick-off [A1], the project includes a systematically structured methodological workshop on the relevant aspects of practical planning, implementation and quality assurance of a validation procedure [A3 to A11] as well as two expert conferences for pedagogical staff and managers from validation and experts and stakeholders from different backgrounds [A2 and A11].<< Results >>The project is successful if validation is on the agenda as an educational policy and vocational education challenge. Ideally, the readiness for educational policy innovations should be recognisable. The project is successful above all if the discussion of approaches, procedures and instruments have made it possible to evaluate and qualitatively develop one's own practice. This should prove to be an intermediate step towards an Austrian-German learning community.

The importance of STEAM education has been widely acknowledged across Europe and is in high demand. The development of STEAM competencies among the general population has been acknowledged as one of the top EU priorities. The EU has set ambitious goals: to promote smart, sustainable and inclusive growth, to find pathways to create new jobs and to offer a sense of direction to our societies. (“Europe 2020: Commission proposes new economic strategy in Europe”)In the future, increasingly focused on innovation, inclusion and sustainability, STEAM education and entrepreneurship will be more linked than ever before as they go hand-in-hand. The competencies developed in STEAM – creativity, problem-solving, analytical thinking, adaptability, etc. are equally important for the development of a successful entrepreneur. Both, STEAM and Entrepreneurship education, result in producing individuals who take thoughtful risks, engage in experiential learning, persist in problem-solving, values collaboration and work through the creative process to solve the real-life problems. We believe that in order to foster and create future entrepreneurs – drivers for future growth who will use their entrepreneurial mindset to design, create and implement a favourable future: economically, socially and, especially, environmentally – we need to combine these to concepts and produce innovative entrepreneurship programmes that will train youth in innovation and science. By introducing research (R) and arts (A) to traditional STEM, as one of the core elements of discovering new knowledge, STREAM (science, technology, research, engineering, art and math), will provide a well-rounded learning experience.Thus, the project “STREAMpreneur” aims to improve youth entrepreneurial skills, promote innovation and sustainable solutions to real-life problems existing in Europe and beyond, by introducing “STREAM Entrepreneurship” among youth workers and providing them with knowledge and tools to implement it their daily youth work.Main objectives of the project:1)Develop and enhance the quality of youth work offered in regard to entrepreneurial learning by providing “social agents” (youth workers, trainers, etc) with the knowledge, mindset, skills and tools needed to implement “STEAM entrepreneurship” in their daily activities; 2)Provide youth organisations with competencies for the incorporation of complementary actions to formal education for the personal, social and professional development of young people;3)Empower youth through the development of 21st-century skills as well as the adoption of entrepreneurial thoughts and behaviour;4)Promote sustainable entrepreneurship, development of new start-ups and workplaces among youth;5)Promote innovation and inspire young people to become drivers for future growth, finding and developing the sustainable solutions for emerging problems societies are facing;Main outcomes: 1) “Guidelines for “STREAM Entrepreneurship” approach implementation in youth work”The guidelines will provide guidance to organisations active in youth work regarding integration of STREAM Entrepreneurship approach in their activities/programmes for youth. 2)“E-course platform – Empowering Drivers for Future Growth”The platform will offer e-courses to support youth workers/trainers in their utilisation of the STREAM entrepreneurship approach in their activities/programmes with youth. The important element of the platform is also a space for social learning, where users can exchange knowledge, good practise, etc, learn from and empower each other. The project will target European youth workers/trainer and youth organisation searching for support to develop new or update existing entrepreneurship programmes that has lost its attractiveness and effectiveness. The project expects to have 100 youth workers/trainers, 100 youth and 50 stakeholders directly involved in project activities.Project will: •Raise awareness and increase capacity and motivation of youth workers/trainers and youth organisations and other stakeholders to incorporate STREAM entrepreneurship approach in their youth activities to foster the innovation mindset and help the local community;•Increase the cooperation among stakeholders working towards the same goal i.e. modernisation of their entrepreneurship education activities and youth work as a whole. •In the long term, reduce youth unemployment by implementing STREAM entrepreneurship approach and development of STREAM start-ups. The long-term plan is for youth workers/trainers to continue using the e-learning platform by attending courses and contributing with their ideas, knowledge, and tools. We also expect associated partners and stakeholders will create spin-off opportunities and developments based on the project’s approach and outputs. This will ensure the continuation of innovation in youth work regarding entrepreneurship education in Europe and beyond.

"The Erasmus+ project “Educate! E-Learning for the Textile Care Sector” conducted by 6 partners from Belgium, Czech Republic, Germany and Sweden addresses the priorities of social inclusion and of open education and innovative practices in a digital era. The employees in the textile care incl. industrial laundry and textiles services and consumer laundry services are predominantly female, very often low skilled and have a migrant background to varying degrees depending on the EU country. Due to their life situation and educational biography they do not have adequate access to vocational education and training. The company-oriented and media-innovative approach of this project opens the door to VET and thus promotes equality, including gender equality, and inclusion. In the ""Educate!"" project, work was carried out in six intellectual ouputs so that at the end of the project an innovative learning offer for low-skilled employees in the textile care sector was available in the form of the e-learning platform ""E-Washboard"" e-washboard.eu. At the end of the project, the offer contains up to 20 e-learning modules, each in Czech, English, German, French and Dutch. This product opens the door to vocational training for the target group, it strengthens the employees' reflexivity and self-confidence, encourages new forms of learning and at the same time promotes media and media literacy. As a work-based learning approach, it is also perfect for use in in-company training."

"<< Background >>THE RATIONALE: The outbreak of the coronavirus and the confinements have meant that a significant number of workers have had their first extended experience of teleworking. Indeed, the European Commission itself stressed its importance in maintaining jobs and production during the pandemic. However, its sudden and forced implementation has created significant challenges for Member States, employers, workers and companies, which have had to adapt to a new way of working that was barely in place before Covid 19. According to a Eurofund study (2020), 48% of employees surveyed have worked from home at least temporarily during the COVID-19 pandemic and 34% have teleworked full-time. In comparison, before the onset of the crisis, only 15% of workers were engaged in some form of telework. NEEDS: Despite the benefits of working at home – e.g. family-work balance, integration of people with functional diversity into the labour market, time savings – many workers have suffered from the complications of working from home. Poorly equipped workplaces, the stress of confinement, all household members living together in the same space, the insecurity of the situation posed a challenge, especially for poorly qualified workers. To all this was added the absence of timetables, the increased workload and permanent availability, which ended up generating physical and mental problems that worsened as the months went by. From the physical point of view, the lack of risk prevention in teleworking increases vision, neck and back problems, but perhaps the greatest effects came in the emotional and mental areas. In this sense we have the feeling of loneliness. Not going to work in a shared environment with other colleagues can considerably reduce people's social experience, which affects the interpersonal area. But the most significant emotional effects of teleworking are the high levels of anxiety and stress it can trigger. Thus, this avalanche of innovations generates a sense of uncertainty, which goes hand in hand with anxiety and stress. This is combined with the fear of uncertainty at work, but also personal and health in a situation that has no definite end date. All these work factors are added to the so-called pandemic fatigue, defined by the WHO as a series of symptoms derived from the Covid 19 disease and the consequences that this global pandemic has brought to everyone, such as demotivation, stress, anxiety or depression. The WHO estimates that 60% of the European population is suffering from pandemic fatigue, in some countries ""more markedly"" than in the first wave.Similarly, according to the analysis carried out by the insurance company Cigna, the situation of uncertainty and changes in the working environment have led to 45% of active workers admitting to suffering from work-related stress. ""Stress is one of the main risk factors for physical and mental health in the 21st century. Having the tools to know how to manage it effectively is a huge investment in wellbeing, and it is something that HR departments can contribute significantly to,"" says the report. Thus, the need to implement strategies for the emotional management and regulation of all the actors involved in remote working is not only a demand of the actual circumstances, but a need to face a reality that has come to stay in the labour world.TARGET GROUPS:- workers in any sector who have been forced to work remotely, especially those who, due to the particular conditions of their employment, are more focused on working from home.- Managers, employers and HR managers, who from a leadership position should be aware of the human management of teleworking because of its marked social connotations, as well as the personal, health (and ultimately socio-economic) repercussions that it implies.<< Objectives >>The REMOTEMO project will generate a positive impact on the workers who fully or partially work from home, improving the management of this situation, which in most cases is anomalous and has been forced in recent months. In this sense, REMOTEMO will pay special attention to both intrapersonal management aspects (stress, anxiety, uncertainty, sleep problems...) and interpersonal aspects (social, family and couple relationships, loneliness...).In the same way, and in parallel, REMOTEMO aims to raise awareness of smart working as a natural evolution of teleworking. In the latter, the only thing we change is the location of the work, but not the working hours, so the positive impact on family reconciliation is minimal. Smart Working appears as a new working model, a fusion of teleworking and new technologies that is based on giving employees all the tools they need to achieve a maximum level of professional performance anywhere with greater or full freedom of working hours. Because of this trend, it is to be expected that the psychological and emotional problems of telework, which have now become visible in the coronavirus pandemic, may remain with us in the future and must continue to be taken very seriously. Against this background, the REMOTEMO project pursues a preventive strategy of C-VET that addresses the companies with their managers and the employees themselves.SPECIFIC GOALS:* To raise awareness of the mental effects of teleworking* To take on board the need to emotionally manage the effects of teleworking* To understand the implications of teleworking from both a personal and social point of view* In relation to the previous point, to understand the intra- and interpersonal areas of emotional intelligence.* To know the points of improvement of emotional intelligence applied to work performance.* To foster work/family balance.* Increase job satisfaction in remote working.* To understand the concept of smart working and its advantages.<< Implementation >>Project is divided into 2 types of work packages:1. THREE PROJECT RESULTS (PR) 2. TRANSVERSAL WORK PACKAGES Thus, apart from the development of PR (which are clearly defined in Project Results section), all partners will be involved in other transverse activities that are necessary for executing a project and coordinating an international team.A. GENERAL PROJECT MANAGEMENT: HeurekaNet, as coordinator in REMOTEMO, will be responsible for this work package. This includes:- Documentation- Financial control.- Time management .- Interim and final reports.- Risk handling. - Communication among partners and with the German NA B. ONLINE PROJECT MANAGEMENT TOOL: An online project management tool will be set up and maintained by the coordinator for the duration of the project aiming at providing possibilities for communication, file storage and work tracking. C. SHARING AND PROMOTION: Under the responsibility of Eduforma, this work package will make REMOTEMO visible, developing a dissemination strategy in which all partners will be involved at national and European level. D. PROJECT MONITORING, CONTROL & EVALUATION: WSEI will be responsible for this work package, with the objective to evaluate the project management and development of the PR.<< Results >>TANGIBLE OUTCOMES - In PR1. A training programme for leaders and HR managers with 18 podcast plus guidelines.- In PR2. A self-assessment tool for employees and a toolkit with 30 practical tools.- In PR3 we will create a corpus of 18 case studies in video format.Six Multiplier Events (E1-E6).One training activity (C1) DELIVERABLES RELATED TO MANAGEMENT* Managing guidelines;* Reporting procedure and administrative guidelines;* 4 transnational meetings + meeting minutes.DELIVERABLES RELATED TO QUALITY AND EVALUATION* Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.* Evaluation Reports: mid-term and final evaluation report, Intellectual Outputs reports;* Project risks analysis.DELIVERABLES RELATED TO PROMOTION* Project graphic design;* Social networks profiles;* Project website;* Project mailing list;* Newsletters;* Informative brochure;INTANGIBLE DIRECT RESULTS:* Adult trainers and trainees involved in the testing of project results on how to handle their emotions on distance learning / teaching have developed knowledge and skills.* Increased awareness of the need to manage the emotions of adult trainers in their training.* Stakeholders, individuals and institutions involved in the testing, consultation and promotion phases of the project, etc.* Emotional management procedures for conscious trainers.* Implementation of good examples) in project participating organizations; raising awareness of the positive impact of EU and Erasmus+ on Small Enterprises."