"<< Background >>TARGET groups of this project are as follows:1. women with disabilities willing to develop their entrepreneurial and digital skills, to improve their employment possibilities, starting a business or a consultant activity.2. disabled women entrepreneurs willing to help other disabled women with disabilities to develop their entrepreneurial and digital skills, and eventually looking for DW to join their staff in managerial position.3. Organizations training people with disabilities and their trainers (in a broader sense: also career counsellors, coaches, educators)4. Others: associations of women with disabilities, organizations training trainers, women with disabilities company owners, entrepreneurs’ associations, decision makers and others in this field.Low labor market position of women with disabilities results from the educational shortcomings of this social group, which are the basis of further difficulties in the labor market. Meanwhile, ""work is a value that enables the individual to participate fully in social life”. It provides the material conditions of existence, defines the role and status within the social organization.It should be emphasized that work in addition to its economic function, also has many others - is a condition, opportunity or means of achieving many needs beyond economics. Increasingly, in the case of illness and disability specialists emphasize the importance of working as part of social rehabilitation. There are psychological barrier, consisting of lack of confidence of women with disabilities caused by a sense of not having sufficient professional qualifications, lack of or limited range of measures to improve professionals skills and build positive self-esteem. Women with physical disabilities are especially discriminated. They are losing the most at the stage of recruitment. Women with impaired movement face problems regarding the infrastructure and architecture accessibility, but also barriers related to the other people dislike of staying in an environment of people with visible physical deformities. Development of entrepreneurial skills for such women are very important so that they can regardless their physical limitations organize their professional life.<< Objectives >>The main objective of this project is to support, through learning, the professional and personal development of women with disabilities in Europe and beyond, thus contributing to sustainable growth, quality jobs and social cohesion, promoting innovation and strengthening the European identity and active citizenship. Thus the partnership aims at empowering women with disabilities with entrepreneurial and digital skills, which are necessary for working adult learners in Europe.<< Implementation >>WWW FOR PRACTITIONERS The Guide and other interactive digital tools used by trainers, coaches, HR managers, businesses consultants that want to deliver the WWW program. It includes details on the most typical barriers women are still facing to help them offering a way to find solutions with the participants. The product will help trainers, business coach and business consultants of different sort, by increasing their competences in using the newly prepared WWW tools.INTANGIBLE RESULTS *Increased understanding among the 5 partners, their key audience and stakeholders on the issues and challenges connected with women entrepreneurship skills and access to training *increased possibility to support women in starting or reshaping their business using new skills and increased possibility on how to overcome the methodological shortcomings identified in the actual systems *increased possibility for professional and personal development for trainers of the partners involved in the project *increased key competences in entrepreneurship, digital literacy, increased motivation thanks to best practices and storytelling *The greater autonomy brought about better competences and ability for self-management and handle workload will increase the opportunity to lead more balanced and healthy lives for the female participants. Better working patterns as experimented by the institutions in the project, with a huge positive impact on their lives – as for the general improvement of the services offered in general. *Improved knowledge and expertise for the project partners and local experts thanks to sharing good practice from own work and having the opportunity to test ideas in collaboration, and in different environments *Consolidation of the project partnership and planning of further initiatives of follow-up to the project. *Increased managerial capacity and capacity to work in a multicultural environment for the staff of the partners participating in the project In the end, the project is expected to influence a wider group of stakeholders groups at local, regional, European levels and increase their knowledge, awareness on the barriers.<< Results >>CONCRETE OUTPUTS of WWW project:1. VIDEOS WITH STORYTELLING about success wonder women with disabilities working. The videos will have the motivation factor for women with disabilities and it will show the importance of entrepreneurship and digital skills in practical way. Users will also learn about the importance of social networks in the projects, sharing ideas with other women in each partner country. The videos will be used as a tool to help the theoretical and practical understanding of the course contents, thus increasing the women with disabilities interest and engagement, improving the learning outcomes. As a result from this output, women with disabilities will reflect on the importance of acquiring entrepreneurship and digital skills.2. WWW OPEN AND INTERACTIVE WEBAPP FOR THE SUPPORT FOR WOMEN WITH DISABILITIES. The innovation of this result is more than the use of ICT because more and more educators are now developing digital competences. The teachers with this tool will empowered to incorporate 21st century digital skills into the training teaching and impart the same skills to women with disabilities. This tool for entrepreneur innovation improvement will be especially useful in a post-Covid era, where women will have to rethink much of their skills and vocational activities.3. A BLENDED UP-SKILLING PATHWAYS PROGRAMME FOR WOMEN WITH DISABILITIES. This training programme will offer case studies, guidelines, strategy, monitoring tools, assessment test etc4. PROGRAMME GUIDE PACK FOR WOMEN WITH DISABILITIES. The main objective of the guide will be to provide focused information on the proposed system for digital social entrepreneurs based on the success model of women with disabilities. The guide will be structured in 2 parts: 1) Conceptual model for digital social entrepreneur 2) A collection of best practices ""from idea to entrepreneurship"". In order to address the challenges of the entrepreneur of women with disabilities, PR4 will present a conceptual model of Digital Social Entrepreneurship and its compatibility with the current digital ecosystem."

<< Background >>For a healthier EU, promoting good health is an integral part of Europe 2020, the EU's 10-year economic-growth strategy. That is, health policy is important to Europe 2020's objectives for smart and inclusive growth because keeping people informed, healthy, and active has a positive impact on the future of the EU. There is growing evidence that health and literacy are closely linked, and thus, influence other parameters such as poverty, inequality, discrimination, power relations, and income levels. Health Literacy is thus a strategy to contribute to the improvement of community’s health, participation, and well-being where health is the basic human right that guarantees people autonomy and responsibility for their own health, and well-being. Despite its immense benefits, health literacy remains a challenge for European public health. Research findings show that more than a third of the EU population face difficulties in finding, understanding, evaluating, and using information to manage their health, especially on sexual and mental health. Though according to WHO, health education interventions have a formative character, since they manage to integrate cognitive and attitudinal processes that allow behaviour modification, and become a conscious, rational and voluntary action. while health literacy refers to the skills and knowledge of individuals necessary to access, understand, evaluate and use health information, enabling them to make health care decisions, disease prevention, and means for healthy living.We seek to create a partnership aiming to strengthen partners’ capacity to develop a youth work that can meet the health literacy needs of our targeted groups by Inclusion and Diversity; using approaches that offer potential for reaching out to and engaging targeted groups. From our previous collaborations, we came to the conclusion that our efforts are falling short on these aspects, and thus fail in meeting the needs of our targeted groups in a long-term perspective. Though our work focused a lot on needs assessment among targeted groups, it left no room for impact measurement to see whether social change is happening or not. To meet those needs, both the consortium and our targeted groups will benefit enormously from applying Impact Pathway, Participatory Action Research, and Human Rights-Based Approaches in the project implementation.Our goal is to place focus on the processes of how Youth Health Literacy Interventions are programmed, designed, and implemented. The partners will meet their needs by strengthening their capacities through research, experiential learning, and sharing good practices on how programming a Youth Health Literacy Intervention must be rights-based; youth and their right to health must be at the centre of such an intervention to delivers more relevant and sustained Intellectual Outputs while ensuring youth ownership of the project results. So, the first stage of the project places emphasis on the purposes of the project’s Intellectual Ouputs by a thorough application of a theory of change and key human rights principles of equal rights, equal opportunities, and non-discrimination by cooperating with youth and youth communities at the local levels.<< Objectives >>The first objective of Youth Health literacy is to contribute to achieving youth’s social, physical, sexual, and mental well-being. That is, at first level the project seeks to strengthen the capacity within the consortium to integrate an Impact Pathway, Participatory Action Research, and Human Rights-Based Approach to formally identify specific type of knowledge, behaviours, attitudes, and skills that contribute to health literacy as means to facilitate youth to achieve an adequate state of social, physical, sexual, and mental well-being. This is an important area of inquiry because it not only helps identify which health literacy tools, habits, and skills that are relevant for youth, but it further reveals: (a). What healthy well-being is, what behaviours lead to it, and what knowledge, skills, and attitudes support those behaviours? And (b). How is health literacy knowledge and awareness translated into healthy behaviours and healthy lifestyles that lead to a greater social, physical, sexual, and mental well-being?Whereas, the second objective of Youth Health literacy is to develop Open Education Resources for youth workers and youth organisations as a means to facilitate youth empowerment to achieve an adequate state of social, physical, sexual, and mental well-being. Hence, the second level of the project seeks to strengthen young people's capacity: (1). Facilitate youth become aware of health problems that may affect them; (2). Facilitate youth in acquiring an understanding of those health problems, their consequences and how they can deal with them; (3). Facilitate youth to acquire the skills needed to address physical, sexual, and mental health problems; (4). Advocate for youth health policy that value systems that include a strong interest in health and motivation to actively participate in protecting and improving the quality of health; and (5). Facilitate youth to develop a sense of responsibility and urgency to ensure that appropriate action is taken to solve sexual and mental health problems. To meet this second objective, the consortium seeks to develop a set of 5 Intellectual Outputs: IO1. Youth health literacy; IO2. Mental health and young people; IO3. Drug abuse and youth well-being; IO4. Gender, Sexuality, Sexual health and hygiene; IO5. Digital-based youth-friendly health services.<< Implementation >>An emphasis is put on an inclusive and diverse participatory process to identify and analyse the health problems of youth belonging to groups that often experience discrimination or inequalities while seeking health services, such as youth with disabilities, LGBTIQ youth, and youth in racial minority groups. Through Participatory Action Research Workshops; youth will learn how to translate their health problems into the human rights language that abides by EU’s Youth Health Policies. Such a participatory approach enables youth to acquire skills that enable them to make appropriate use of health information; be aware of the severity of public health situations; and understand how to protect themselves, and others, through basic actions.After this stage, the partners will start the IOs development work discussed in each Transnational Project Meeting. After each IO is completed, the partner will conduct pilot testing activities with the youth who participate in Participatory Action Research Workshops. Based on feeback from youth and youth workers, the consortium with then start result dissemination and exploitation activities through online campaigns, social medial posts, e-news letters, and short blog.<< Results >>During project implementation:(1). Produce a Youth health literacy manual (IO1) which aims to foster Health Literacy skills, competences and attitudes in the daily life of young people..(2). Produce a mental health and young people manual (IO2) which aims to present strategies for addressing the taboo, stigma, and myths associated with mental health to normalise the conversation around mental health.(3). Produce a drug abuse and youth well-being manual (IO3) which aims to provide interactive educational resources on how to address the problem of drug abuse on youth well-being and healthy lifestyles through youth work.(4). Produce a gender, Sexuality, Sexual health and hygiene manual (IO4) which aims to provide an e-learning resource that will give a broader understanding among the target audience about their sexual health and hygiene.(5). Produce a digital-based youth-friendly health services manual (IO4) which aims to provide interactive e-learning educational resources that will give a broader understanding on the use of health information to counter misinformation and disinformation about health information in the online environment.At the end of the project:- 100 marginalised youths will participate in research workshops.- 15 youth workers complete the short-term staff IOs evaluation workshop.- 50 non-formal educators complete the training on applying IOs in their youth work.- 20 representatives in the education and health field involve in multiplies workshops.- 200 target-group representatives will attend the Local Events.- A minimum of 200 users are be able to use the project IOs.

CEM project is the result of a solid context analysis where the COVID-19 pandemic has not only limited the way people can relate to each other and perform their most basic daily tasks, it has also had a significant impact on the regular delivery of the training focus in the face-to-face mode. At such a critical time for our societies, access to lifelong learning is proving, more than ever, to be essential to ensure a speedy recovery, while promoting equal opportunities for people of all backgrounds, it is clear that we need a new methodology creative and innovative to respond to this new situation.The current situation allows culture to be increasingly available online via internet and social media. This new way to enjoy culture via internet is getting popular due to the Coronavirus pandemic, but also because “online” is replacing face to face events in our daily lives. Artists need to acquire enough digital competences to be able to work online and attract audience maintaining, at the same time, the quality of the job. Therefore, developing creative a skills through digital and entrepreneurship tools will confer an integrated curriculum upon the artistic collective. The context analysis in all partner countries has revealed that the training methodology focused on the face-to-face mode does not work in pandemic conditions and it is needed a new creative methodology to solve this problem. This project is focus on develop a new methodology to reinforce creativity, as well as to boost quality, innovation:PROBLEM identified: face-to-face methodology does not work in pandemic settings - Linked to need 1: Develop a new methodology linked to Objective 1: Develop a new methodology to reinforce creativity, as well as promote quality, innovation. Current methodologies are designed for face-to-face work and environments where people can interact with others, but the impact of COVID has changed this reality. We need to learn how to work in isolated spaces.The development of a new methodology must be tested in a working group by applying a training plan and this is linked to Objective 2: Develop a study plan to apply the new methodology. We need to learn by following a structured work plan to support our learning process.New technologies have given us the opportunity to break the isolation of the pandemic lockdown. this project aim at equipping target groups to face the challenges presented by the recent sudden shift to online and distance learning, including supporting adults to develop digital competences and safeguarding the inclusive nature of learning opportunities. We need to implement online, blended and distance learning and training to break the isolation and promote integration and learning.NEED1: learn how to work in isolated spaces - LINKED with OBJECTIVE 1: Develop a new methodology creative and innovativeNEED2: learn by following a structured work plan - LINKED with OBJECTIVE 2: Develop a new curriculum of creativity and innovation in isolated spaces.NEED3: implement online, blended and distance learning and training - LINKED with OBJECTIVE 3: Develop an on-line course of creativity and innovation in isolated spaces.Target groups: Artists regardless of social and cultural background:The project will benefit the following main target groups:1 Artists, Llow-skilled or low-qualified willing to develop their creative and innovative skills, involved in employment programs or in learming and training pathways.2. Trainers willing to help other low-skilled or low-skilled Artists develop their creative and innovative skills and eventually to seek out low-skilled or low-skilled individuals to join their staff in a key position after a period of training and job shadowing.3. Organizations training low-skilled or low-qualified Artists and their trainers (in a broader sense: also career counsellors, coaches, educators)4. Others: associations of low-skilled or low-qualified people, organizations training trainers, teachers, entrepreneurs’ associations, decision makersThe number at previous box refers to people informed (targeted by information) thanks to dissemination. Dissemination is described under Dissemination plan and Use of Projects'TRANSNATIONALITY: The transnationality of this project is the transnationality of the problem that it is facing. The current COVID-19 crisis has greatly accelerated the need for modernization and digital transformation of learning and training methodologies across Europe. The challenge of the pandemic is affecting all countries, not only Europe but the whole world and all partner countries are committed to strengthening the learning and training capacity of adults to break the isolation and exclusion of people with fewer opportunities. This project focuses on capacity building to implement online, blended and distance learning and training; develop the digital skills of adults, enabling them to develop high-quality inclusive digital learning.

<< Background >>The N-Pear project combines collaborative expertise of technology-enhanced learning researchers, computer scientists, and educators to build a strategic partnership to streamline the adoption of Augmented Reality (AR) technology in educational practice. The project will create innovative open specialised educational resources for physical education educators that help implement and integrate active and collaborative learning pedagogical approaches supported by AR. This will enrich the teaching practice and support inclusive, peer to peer learning relevant to the requirements and preferences of the students. The N-Pear project is an extension of three ERASMUS+ projects ViLi, i-Pear and AR-FOREU.The ViLi (https://www.viliproject.eu/) aims to improve the visual literacies of educators, making learning more visual through static, dynamic, and interactive visuals. The AR-FOR-EU and I-Pear projects (https://codereality.net/) aim to train AR-development skills of sport trainers. The N-Pear project further develops visual representations in learning and participatory learning approaches, specialised in physical education. The main objectives are to: 1. Map the educational use of AR in physical education, focusing on collaborative and peer learning approaches The consortium will map the existing research results and available applications, supplementing these results and validating them in case studies following the research methodology of Informed Grounded Theory. The focus on peer learning and collaborative learning approach is within the inclusive education framework, as defined by the United Nations – taking into account personalrequirements and preferences. In 2016, the United Nations released General Comment No. 4 to explain the right to inclusive education, focusing the new definition on providing all students with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. 2. Facilitate the adoption of ARin physical education by creating open access teaching and learning material for educators. The new materials will include a toolkit of educational AR apps and platforms supplemented by teacher guidelines, a compendium of best practices, and a competence framework for AR educators all available as independently as OERs and delivered as aMOOC with professionally designed audiovisual material) 3. Create and maintain a community of experts in physical educational AR and other stakeholders that will ensure sustainability of the project and keep the most useful results up-to-date The design of the project is guided by the European policies, strategies and tools. The project aims to improve the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that are open and accessible online worldwide (EU initiative “Opening Up Education”). The project supports the “Digital Learning & ICT in Education” 2018 and “Digital Education Action Plan” 2018 by promoting innovative technology-enhanced learning practices with both the content of the materials and by making all materials designed for and available online as OERs and as a MOOC. The project supports the European skills frameworks: “Digital skillsframework” and the “Digital Competence Framework for Educators (DigCompEdu), by extending them into a framework for specific skills educators need to integrate AR in their teaching.<< Objectives >>The nPEAR project aims to mainstream the adoption of educational AR apps by assembling a comprehensive overview of available offers, collecting best practices, creating guidelines for physical education educators and developing an online course to deliver these materials. AR is a rapidly growing market amongst the ICT technologies. AR provides an enriched view onto the physical world, adding layers with contextually useful information, delivered visually or by stimulating other senses using hand-held or wearable devices. Many industrial use cases of AR in, for example, manufacturing, construction, health, the service sector, or in trade can be found. The technology is currently being introduced in front-runner organisations at large. While the AR R&D community is growing stronger in Europe, the adoption of the technology in education is still very fragmented. The flagship European educational AR research projects (such as H2020 http://www.tellme-ip.eu/ and http://wekit.eu/) and European AR companies (such as Re-flect and Totalimmersion) focus on solutions for workplace training in high-tech and highly automated industries. At the same, systematic reviews of AR application in wider formal and non-formal education recent years report that the use of technology has a positive impact on engagement and learning performance (see e.g., Garzón & Acevedo 2019 DOI: 10.1016/j.edurev.2019.04.001 and Liao, Chang, & Lee 2020, DOI: 10.1016/B978-0-12-816958-2.00006-X). Theaforementioned reviews report mostly on experimental studies, which indicate low adoption rate despite the often positive impact on learning. We argue that the reasons for the slow adoption are not only in the technology itself, but in the insufficient support of educators. The newest models of smartphones-in-development in 2021 are getting AR-enabling hardware (such as depth cameras) and better other sensors, while the AR software industry is growing in the offer of platforms for designing content and self-sanding applications. The adoption of AR in education is already happening in Europe, although as experiments or as part of the overall digitisation. Given this backdrop, physical education providers should begin now to create strategies for immersive learning experiences. The world of immersive technologies is still unexplored territory for educators and their students especially in EU Universities, despite their immense potential.Therefore, we need to map the territory and come up with innovative pedagogies that address the so-called generation z. Peer-learning is one of most effective pedagogies to make learners more active and engaged with the resources. Educators and researchers highlight the importance of active, interactive and inclusive learning (Dewey, Vygotsky, Dede), but it is often ignored in education due to lack of understanding and adoption guidelines. The young people often feel bored and uninterested while being in lecture halls listening passively to lecturers’ endless ppt slides. At the same time, Cisco research and Ed Tech Trends and LinkedIn put emphasis on collaboration and peer-learning among others. Main Target Group : Higher education on Physical Education (educators and their students).<< Implementation >>The tasks are allocated according to the experiences of the partners and a cost-effective perspective. For example, it is less expensive to produce audiovisual material in Portugal rather than in Spain or Italy. Each partner will be responsible for clearly defined tasks and activities and other partners will collaborate and provide feedback and peer review for all work-packages outputs. EIA will be leading the “TOOLkit of Educational AR apps” task. Clictic will be in charge of the “Compendium of best practices in Educational AR” BEFO will be in charge of the pedagogical strategy for AR and peer learning Step will be in charge of the nPEAR MOOC. Primerframe will be in charge of the open access audiovisual material. Idef will be leading the nPEAR publications of the project.<< Results >>Visual resources: Development and sharing of visuals to enhance text resources. A new method of teaching on how to use these visual and open educational resources in physical education will be disseminated. Toolkit: Development of an up-to-date and educator-friendly review of educational AR apps. For each app, a unified guideline will be added thus accumulating models and guidelines allowing physical education educators to choose the best applications for their practice. nPEAR conference: Organisation of a conference where physical education students and educators meet to disseminate the outcomes of the project, feed further exploration and explore future research steps. Dissemination activities designed to reach 10,000 people, including major stakeholders and may have an impact on policy makers in Higher education. The project will produce six major intellectual outputs during its lifetime : 1.A toolkit for AR apps 2. Compendium of best practices (case studies in Portugal, Spain, Italy and Greece) 3. A Pedagogical strategy for AR and peer learning: A strategy for implementing AR in peer learning in physical education based on existing best practices in the educational use of AR, including an educational AR skills framework 4. A MOOC (massive open online course) aimed at unlimited participation and open access via the web, including elements of educational games 5. Audiovisual material for the toolkit and the MOOC 6. Academic publications (an AR for educators book containing all major results of the project and the nPEAR conference proceedings) In a nutshell, results encompass all project outcomes that may be used by the project partners or other relevant stakeholders outside the project. The intellectual outputs have the potential to either be used as they are or lay the foundation for further research, work or innovations (i.e. novel knowledge, insights, technologies, methods, data, and apps). By the end of the project we expect to equip the participants with skills of future jobs in AR, to help participants gain generic competencies and to provide a model of modular nonformal education informed by contemporary educational approaches for other European countries. The modular curriculum will be delivered online via MOOC platform. Course materials will be in English, Portuguese, Italian, Spanish, Latvian and Greek. Therefore, it is also expected to reach international learners.

<< Objectives >>The project will develop a coherent training program among the partner countries for the university physiotherapy/ physical activity /sports /nursing students and professionals in practice, based on the analysis of the local situation (healthcare systems, management of long-term rehabilitation, local traditions of physical activities, patients’ needs, unmet needs, etc.) and best practices.<< Implementation >>1. Project Management2. Comparison of local contexts and Transnational Analysis.3. Transnational database of good practices.4. E-learning platform. The platform will be the space for online learning, online assessment of the gained skills, exchanging of the experience.5. Dissemination of the project for sustainability of the results<< Results >>Publication with the ISBN on the comparison of the local contexts of the participating countries.Transnational Database of Good Practices including the list of the varieties of national initiatives and their results, scientific publications, descriptions of tests, evaluations, training, etc.A digital platform containing the learning material and the links to the transnational database of good practices. Results will be available in 7 languages