Project APSES is consistent with the goals of Erasmus + 2017 providing a customized non-formal educational support for adults to promote getting competencies for living and working in changing world with main focus on problem-solving skills as well as to prepare educators/ mentors/ trainers to be able to provide the support. Expected general and main outcome is developed and piloted unique, systematic, well thought-out and easy adaptable adult training curriculum to promote problem-solving skills for individuals to improve personal resilience which helps to adults increase self-dependency and develop skills and competences which are necessary for adult people in management and planning their life, education and career. The program which can be implemented in any institution (formal or non-formal) which is connected with adults and adults’ education. There are planned two main target groups in th project: 1) Adult educators/ teacher/ mentors/ trainers to provide help and support for adults to promote problem-solving skill and empower individuals' personal resilience; 2) Adults who need to improve their problem-solving skills. Main activities of the project: 1. To identify strategies/ methodologies and best practices in each partner country, to promote problem solving skills for individuals to improve personal resilience. 2. Creation of a training curriculum to promote problem-solving skills using the best strategies and based on best practices in partner countries. 3. Select and train at least the three mentors to be able to train new trainers in own country. 4. Organize short-time transnational training to prepare mentors (at least the three people from each country). 5. Organize training in each partner country and prepare trainers to be able to promote adults problem-solving skills as well as implement in practice during the project developed curriculum. 6. Organize three transnational meetings of the project partners to share the good practices and tools to prepare the methodology / training curriculum. 7. Project results dissemination and communication with other stakeholders, etc.

Learning Initiatives in Civic Environments (LINCE) is an initiative presented by organisations in Spain, Italy and Poland. It gathers vocational training centres, organisations involved in vocational oriented programmes, regional development bodies and universities cooperating with training programmes in favour of regional cultural initiatives. Several of these partners provide services or advocate for the interests of civil society institutions. The main aim of the project is to contribute to develop VET business partnerships aimed at promoting work-based learning by implementing a project-based method in the VET courses where the partners are involved. Two intellectual outputs were foreseen as main outcome of the project. The first one was materialised in tangible products created by VET students following the LINCE project-based method in cooperation with cultural civil society institutions involved in the project through collaboration schemes with the partnership. The students were trained and coached by the partners and they put in practice the competences required to acquire the learning outcomes envisaged by the VET courses.The second intellectual output illustrates practically the methodology with the purpose to enable transferring it to the Educational Programmes of VET centres. The tangible products of both intellectual outputs had an audiovisual format and are being disseminated as open resources at European level. The methodology brought the students to closer realities in local/ regional contexts of cultural value. Through the process of working on real projects in fields related with new technologies the partnership has achieved using learning outcomes for employment purposes, including initiatives for self-employment. The coaching strategy has been modular and, besides technical matters, it has included entrepreneurial skills and marketing through the presentation by the students themselves of their products to broad audiences. The project has cooperated with additional VET centres based on existing regional partnerships and has involved directly some 30 VET teachers and 400 VET students, including an experimental phase in year 1 and a full implementation phase in year 2. Through the dissemination strategy it has attracted the interest of more than the 1.500 stakeholders initially planned using channels like multipliers events, local and regional info sessions, newsletters, international events and the publicity of the initiative in the project website and social networks. Target groups of the dissemination strategy are VET centres, teachers and students; local/ regional education authorities, curriculum designers and civil society institutions willing to establish cooperation with VET programmes. The initiative guarantees self-sustainability once the project has come to the end, owing to on-going initiatiatives like mobilities inside the partnership with a project-based approach, the publication of scientific papers and the adoption of the methodology by education centres in all participating countries.

"The Learning for Living Together project was based on the objective of ERASMUS + Adult Education ""to develop innovative outputs and undertake intensive dissemination and exploitation of results in supporting, extending and developing educators' competencies"". The Project developed adult educators’ competences within both the community learning centres and further education institutions to deal with diversified groups of learners, and made use of new technologies and teaching outcomes.This project also sought to address the Erasmus+ horizontal principle ""Inclusive education, training and youth"" by providing a critical insight into promoting equality and inclusion, developing and upskilling tutors to address diversity and integration in (formal and non-formal) delivery to learners who are local, migrant, refugee and asylum seekers. This project also underpins the priority of the Paris Declaration, promoting inclusive education and training within local communities fostering a culture of respect and mutual understanding. The specific objectives of the project were met as follows: > Worked collaboratively with 6 transnational partner organizations based in the UK, Ireland, Italy, Latvia & Sweden who have particular expertise in delivery to adult education migrant/refugee/asylum seeker/ communities by developing, testing, adapting and supporting the embedding of innovative materials and practices; >Developed innovative materials for adult tutors/practitioners which were delivered to 23 adult tutors through a transnational training course based on Social Inclusion and Diversity. > Following this, the 23 tutors piloted the materials with over 100 adults learners during the life of the project, who gave on-going feedback on the benefits and the suitability of the teaching resources for the learner groups which enabled appropriate changes to be made. > Developed an online blended 18 hour social inclusion and diversity course which included a pedagogical handbook, student handbooks, assessment booklets and associated materials including film documentaries, podcasts and real life case studies (with refugees, economic migrants, asylum seekers) for adult learners and their tutors. This was accredited at level 2 by OCN (Open College Network) providing added value to the projects as accreditation was not one of the original objectives. > Built new networks of support for each partner organisation and their tutors by developing their outreach, capacity and skills base for future joint collaboration as well as internationalisation. > Shared results with wider networks within each partner country which increased their capacity to tackle racism within their own country through multiplier and dissemination events. The impact on the target groups included:Adult Learners - Increased knowledge of the needs of new migrants, refugees and asylum seekers - Development of new approaches to learning about integration of new communities - Increased capacity to challenge racism and prejudice - Increased sense of initiative and capacity to use learning at a local level - Increased level of digital competence - Increased levels of confidence, skills and cultural awareness Adult Education tutors: - Increased level of confidence and competence in their pedagogical approaches with adult learners - New networks of support developed with other staff in a European context for future joint working great insights into European Citizenship for their Learners and their roles in supporting local as well as diverse groups of learners to become European citizens - Increased bank of approaches, materials and case studies for use in the classroom/community - Increased knowledge of the needs of new migrants, refugees and asylum seekers - New approaches to learning about integration of new communities - Embedding and sharing of best practice in Adult education, training and lifelong learningIn addition, the project also had an impact on the Partners who benefited from: - Increased in knowledge and awareness of other European culture and traditions- Increased knowledge and working with organisations in different languages- Managing the intricacies of a multi-lingual working environment-Increased knowledge and understanding of adult learning practices in different EU countries- The introduction of new concepts for example the term ‘resilience’ - which was found by partners to be uncommon outside of the UK and Ireland.-Developed expertise in the multi-agency working for example College's working with social economies and government agencies.This partnership believe that the work carried over the last two years will in the long term, continue to address issues of marginalisation, intolerance and racism within a framework of equal opportunities and structured training and innovative resources which are freely available through the project website and will continue to be promoted and used by the partners & networks"

The EU is more and more promoting a transition toward a “circular” flow in the economic system. The transition is needed because it tackles two main problems that affects the union: unemployment and environmental challenges. Unemployment is still major issue for EU nowadays and likely will be in the following years as the rate of economic growth still lags behind and while most of the environmental target in Europe 2020 are close to be achieved, a well documented need for knowledge , abilities, values and attitudes are still needed to create a proper equilibrium between society, the economic system and the necessity of reducing the impact of human activity on the environment. The ENFOrCES project aims at covering the gap in those fields primarily by empowering the trainers of future entrepreneurs but also enhancing the knowledge of policy makers by supplying counseling material for policy-makers inspiring them to enable better conditions to change production, transport and market paradigms. The project will reach different category of persons, in particular professionals coming from, green enterprises startup incubators and accelerators, universities and research centers, VET and Higher education suppliers, Development agencies for an estimated total of 400 participants reached by the project. Main project activities are related to the production of four thematic intellectual outputs. 1) The design and development of a Smart trend Map of circular economy startups creation in Europe with a focus on food related business 2) The design and development of a conceptual Mindmap of best practices and open access material on Circular Economy entrepreneurship, focusing on startups cases 3)The elaboration and development of a toolkit of training materials to help Startup trainers/ Entrepreneurial Coaches supporting new entrepreneurs in the field of CE with a focus on food business opportunities 4) Data collection and development of a Policy Library to gather policy advices from partners and stakeholders to the benefit of policy makers and stakeholders The project will see the collaboration of different kind of partners in a collaborative methodology that will emphasize each partners' specificity. The Scientific and Vocational Training institutions will collaborate closely to ensure that the scientific content is of high quality and the teaching material is accessible yet challenging at the same time. Representative institutions will exploit their network to gather all the needed data to fulfill the creation of IOs and to properly disseminate the project. Incubators and entrepreneurial institutions will both support the creation of outputs exploiting their internal competences and gather the attention of practitioners and professionals in the startup world. The projects wants to have long term impact by giving trainers the ability to increase their knowledge and affecting positively on many different generations of entrepreneurs. All the teaching materials will be online available for every professional to use, igniting a virtuous loop of knowledge in the Circular Economy environment, supported by the contemporary improvement of policy maker knowledge expected through the use of the policy library tool. Both of these project results are designed to have an impact measured over time (future entrepreneurs, future decision makers about CE regulations) through the empowerment of knowledge base and training personnel.

Context: BuGAM project reflects two aspects, in the context of innovative training methods (game-based training, costructivism) and in the context of education facing COVID-19 pandemic. Education is a key factor of economic development and the COVID-19 pandemic has hit it dramatically, forcing millions of students and teachers into distance learning. Distance learning can be very effective process but it requires correct teaching techniques and tools, skills of teachers and students' shift into online learning. Moreover despite the pandemic, today we observe a specific paradigmatic turn in academic teaching, based on the constructivism approach, expressed in the formula “the shift from teaching to learning”, which emphasises shifting the focus from the approach based on the transmission of educational content towards students and the role of the teacher as a facilitator. Constructivism assumes active and emotional involvement of learners in the process, based on their pro-knowledge and social interactions. Virtual business strategic game which we will develop in BuGAM project reffers to both aspects. Game-based training offers exactly the approach indicated in the literature and EU policies. As games offer people engaging and motivating experiences, incorporating game elements into the training, let the learners to be motivated and engaged, student/employee is in the centre of the event, reality is all around. By all that, our virtual strategic game refers to the contremporaty consrtuctivism approach in education. On the other hand, our virtual strategic game is based on software, is played online, is supported by ICT with orientation on work-based learning and action-learning approach. All theses are needed in distance learning in COVID-19 pandemic time. To make the game better suited to students, we intend to combine it with movie education.Objectives: We will develop a virtual business strategic game which was initially created by PUEB and sucessfully used in face-to-face lectures. Our first experience with the use of our game in online education shows its high effectiveness in answering COVID-19 challanges but also it shows the improvements needed to be done to make it more self-playable for students by combining it with movie education.Main aim is to deliver the sophisticated business simulation tools by combining the game with movie education - virtual business strategic game supporting online education at universities in COVID-19 pandemic time.Specific aims:-To develop the architecture of the strategic games while adjusting the tool to the requirement of online teaching process, together with quality assurance and effectiveness assessment,,-To develop the engine of virtual strategic game (new functionalities for teachers and students)-To create, test and implement new game scenario-To create movies introducing the logic of the game and the user panel-To develop education movies supporting in business education as integral part of game engineTarget groups:-University teachers in the field of entrepreneurship, business, management - need to get teaching tools suitable during COVID-19 pandemic -Business students - need innovative learning tools to be able to learn without participation in the classroomThe main result of buGAM project is game-based training tools with edcuational movies supporting the development of entrepreneurial and managerial skills of business students. It will consists of several elements:1. Development of the virtual strategic game engine (IO1)2. New scenario of virtual strategic game (IO2) 3. Movie tutorial for students to present the game logic and game interface (IO3)4. Movie education on entrepreneurship, business and management (IO4)5. Quality assurance (IO5)We expect the following results:1) Higher competencies of the target group representatives (business students) such as business system thinking, internationalisation, strategic thinking, decision making, performance management, problem resolution, strategic management, teamwork, employee and stakeholder development, communication skills2) Higher competencies of the teachers using developed curricula and business simulation games3) Higher efficiency of higher edcuation facing the COVID-19 pandemic,4) Increased understanding and interest for the business simulation games used as the teaching technique5) Enriched training resources, publicly and free of charge available for academic community.Project's direct impact is foreseen in consortuim countries but it should impact the education sectors widespreaded in other countries, mostly European.- Short -term impact - participants and participating organization, business students, universities, business trainers and educators, business consultants, employees from consortium countries- Long-term impact - Enhanced awareness on new needs and expectations of managers, employees; quality services of business teaching, network of instructors