<< Objectives >>*To acquireO1:knowledge, innovative non-formal approaches and skills to create/use media as an intercultural and inclusive education strategy.O2: strategies for using the national cultural elements as support for intercultural and inclusive education. O3.training strategies for young people and key entrepreneurial skills in order to facilitate their integration into the European labor market. O4. To create the premises for the development of partner organisations for an accentuated involveme<< Implementation >>1. Promotion the project, team selection, task setting, selection of LTTA participants.2. Preliminary training of participants.3. Participation of the 6 LTTAs.3. Creating the project web page.4. Dissemination of results.5. Intermediate evaluation, preparation of monitoring reports.6. Final evaluation, preparation of the final report, and posting the results on the project website and on the Erasmus + platform.7. Ensuring the sustainability of results through new projects.<< Results >>1. Regarding intercultural, inclusive, digital education: multiple strategies using media, regional cultural elements and UNESCO heritage.2. Regarding entrepreneurial education, types of strategies: drawing up a business plan and initiating an online entrepreneurship, adapting to crisis situations.3. Digital resources, premises of increasing the quality of the activities of the 3 partner institutions, with the young people from their regions.

"<< Background >>The project focuses on the subject of key competences, taking into account the needs of people over 50.Key competences are those competences that everyone needs for self-realization and personal development, employment, social inclusion, sustainable lifestyle, live successfully in peaceful societies, manage life in a healthy way and active citizenship.In 2018, the Council of the European Union reviewed and updated its recommendations for 8 key competences, originally identified and described in 2006.As indicated in the document of 2018, the competency requirements have now changed due to the growing number of jobs subject to automation, more and more important role of technology in all areas of work and life, and the increasing importance of social, civic and entrepreneurial competences, which make it possible to ensure resilience and the ability to adapt to changes.In some EU countries, up to one in three adults has the ability to understand and create infor-mation only at the lowest level. As indicated in the Council document, 44% of the population The EU has low or no digital skills (19%). In a knowledge-based economy, remembering facts and procedures is essential, but not sufficient ensure progress and success. In our rapidly changing society, skills such as problem solving skills, critical thinking, collaborative ability, creative thinking, computational thinking, and self-regulation are more essential than ever before. They are the tools to do what you get learned, put into practice in real time to generate new ide-as, new theories, new products and new knowledge.Taking into account the above, it was decided to profile the project activities into 4 areas, i.e. competences in the field of understanding and creating information (currentlycompetence number 1), digital skills (currently competence number 4), social skills (currently competence number 5) and entrepreneurship (currently competence number 7).The project was profiled in terms of the specificity and needs of elderly people, i.e. over 50 years of age. Changes resulting from the aging process (e.g. changes in perception, inneeds, attitudes, etc.), mean that older people have other needs, and thus the education process, in order to be effective, must respond to them.<< Objectives >>The main goal of the project is to increase access to acquiring and strengthening key competences, taking into account the speci-ficities of people over 50.Other project objectives are:- Expanding access to personalized education programs for people over 50 years of age, taking into account the specificity and needs of these people.- Supporting the development of key competences among people over 50 in the participating countries.- Strengthening the competences of trainers and organizers of adult education in the EU, by providing them with high-quality free materials supporting the process of educating peopleover 50 in key competences.The project is implemented in partnership with adult education institutions from Poland, France, Norway and Spain.<< Implementation >>The project includes cooperation of 4 institutions from the adult education sector from 4 European coun-tries. Scheduled:- 4 partner meetings- 6 results of intellectual work (1 methodology, 4 courses, 1 guidelines),- dissemination meetings in 4 countries.<< Results >>Planned results of intellectual work:1. Methodology of training courses ""Key competences for people 50+"".2. 4 training course modules in key competences that can be implemented together or separately as independent course units.3. Guidelines for trainers / training organizers in the field of implementing and conducting courses on key competences for people 50+.The results will focus on 4 out of 8 key competences:1) Ability to understand and create information,2) Digital competences,3) Personal, social and learning skills,4) Competence in entrepreneurship.The main participants in the project are people who will take part in the project work, i.e. participants of partner meetings and people involved in the development of intellectual work results.It is expected that participation in the project of these people will affect knowledge, skills, competences and attitudes.Impact on organizations participating in the project:- exchange of experiences and practices with institutions of the adult education sector from other European countries,- obtaining an innovative educational tool in the form of a set of materials (key competences for people over 50),- increasing the institutional potential related to the implementation of international educational projects,- increasing the European dimension of activities.Target groups and other stakeholders of the project are people who can benefit from the results of intellectual work, i.e. staff of the adult education sector (educators, advisors,trainers), institutions from the adult education sector (i.e. entities involved in adult education) and people to which educational materials are directed, i.e. adults, especially after 50years of age.Project will contribute to:- increasing educators' knowledge about educating people over 50,- acquiring and increasing educators' knowledge of key competences updated by the EU,- acquiring by educators and educational institutions knowledge of innovative educational materials regarding the education of people 50+ in the field of key competences and theability to use them in the work of educators,- obtaining by educators and educational institutions free access to an innovative educational tool in the form of a set of materi-als,- strengthening solidarity attitudes towards the elderly.The above-described impact on educators and institutions from the adult education sector translates indirectly into people over 50 who can obtain educational support in the area of key competences according to the developed materials, and thus obtain knowledge and skills."

"Instead of wasting time and getting demoralized during incarceration this project envisions prison staff to stimulate convicts to enhance their skills and be better prepared to tackle professional challenges when they have done their time. Prison staff represent an essential link between the static conditions of imprisonment and the challenging and volatile conditions of the labor market. We observe that in penal systems across Europe, women and ethnic minorities are less likely to be reached by these stimuli. Those populations tend to be much more isolated and much harder to communicate with. Prison staff and volunteers reaching out for those groups need to reinforce their communication skills to distinguish profiles and put forward the most suitable personal strategy to accompany the inmate on the path to a better future. To reach those objectives this project will in a first phase engage on a multinational survey to reach a factual approach on causality between international and local needs and priorities. This survey will gather statistics on demographics, conditions and dynamics of those vulnerable populations in EU-wide prison systems. This first phase will conclude in the mapping of priorities. These factual underpinned priorities will in a second phase be used to create a body of knowledge to coach staff into the specific domains they need to reinforce, to first help them to get a synoptic view of the challenges they are facing and according to this to direct their efforts. During the third phase the feedback from first and second phase will be used to popularize the experiences of the first contingent of staff to create a recruitment base for next generations. Recruitment bases and specifics for staff addressing those vulnerable groups, which at this point has proven their efficacity and efficiency, can be disseminated to all organizations and institutions of interest. During the final fourth phase, we will make a roundup of what has changed according to the priorities concluded in the survey during the first phase and so measuring the overall success of the project. A great advantage of this partnership is that it covers these topics in a full geographical European spread, from Portugal over central Europe with Spain and France through East Europe with Poland and Romania. Lifelong learning needs to become a priority in one of the most challenging environments in Europe - the prisons and the prison system. And what better change agent to use than the prison officer? They are the backbone of the prisons’ daily activities, spending good portions of their lives in the same environment and with the same conditions as the prisoners. EESPIP project aims to put in the spot light the potential of a prison officer to interact with women prisoners and minorities in a lifelong learning context, as a ""champion"" for a learning culture. In order to achieve this, we will have 3 major blocks of activities throughout the 3 years of project development and implementation: - first, we will do the research - setting the context, the numbers, the connections and understanding the perspectives of all major key players on what is the role of a prison officer in the learning process and education of women inmates and minorities. - second, we will develop the content. Training modules, EQF 4 or 5, revolving around units of learning outcomes that can be easily integrated in any initial or continuing VET program for prison staff. - third, we will pilot and multiply our developed content to professionals and management of the prison system as to the education environment and to adjust it as much as possible to the realities encountered by those professionals. All of this will be managed closely responding to effective quality levels, close monitoring of the partnership performance and disseminated at national and European levels."

Young Offenders in European PrisonsYoung people sometimes make mistakes and it seems very difficult for society to forgive.On any given day, in Europe, more than 7 000 children under the age of 18 are housed in facilities away from home as a result of a juvenile or criminal offense; while it is estimated that 25% of the 1,5 million prison population in Europe is 18 to 24 years old. Almost all of these young people will be released and - unless something changes - more than 50% will not be successful in re-entering their communities and will return to prison.Having served their sentence and paid their debt to society, these young people are going home to some of Europe’s most deprived neighborhoods and households. Young offenders’ family background is most often criminogenic. They frequently experience non-traditional upbringings, with a range of adults – often of criminal background and/or with mental illnesses – caring for them. They often witness and/or experience abuse and they are frequently excluded from schools (SPCR, 2012).Although some progress has been made in recent years, since both the number of young people entering the system and the number of young people in custody have reduced, yet, this progress sits alongside an unacceptably high level of re-offeding. 75% of young people released from custody and 68% of young people on community sentences reoffend within a year. Thus, it seems that prison experiences do not have any deterrent or rehabilitative effect in preventing young offenders from re-offending.Personal Agency as a Powerful Predictor of Desistance from CrimeUp until recently, theories of desistance from crime have for the most part been heavily structural, relying on participation in prosocial roles [employment, marriage, education etc.] as the primary casual mechanism behind quitting crime. These approaches, however, have persistently ignored what had been evident, for a number of years, to many practitioners in the criminal justice sector: an (ex)offenders’ personal identity is probably the most important causal mechanism of desistance. More indicatively, it seems that a critical mass of young (ex)offenders have been more successful in abstaining from crime upon release due to their ability to undertake a major identity change, to undergo a transformation. These people, did not in reality break from their past, but instead they managed to engage in a more positive view of themselves, in a view of a “good person”.Currently, a wealth of scientific research backs up this observation and provides evidence that individual factors have a powerful role in shaping behavior. Thus, now, desisting from crime is, for the first time, associated with people changing their idea or sense of the kind of person they are and how such a person behaves.Studying desistance forces us away from static models of people as “offenders”, “criminals” or “prisoners” and encourages an understanding of change(s) in personal identities. This project aims to support – or even accelerate – these changes. By applying the principles of desistance theory, this project envisions the development and the implementation of an intervention that will support today’s “young offender” in becoming tomorrow’s “family men”, “supportive spouses”, “young entrepreneurs”, “hard-working mates” etc. This project implies valuing people for who they are and for what they could become, rather than judging, rejecting or containing them for what they have done.The Aims and the Objectives of the Skills4Life ProjectThe Skills4Life project focuses on young offenders’ personal development and tries to make provisions that they are provided the opportunity for personal self-growth and self-development during their life course, so as to gain a sense of direction and prepare for release.The Skills4Life project serves a dual purpose: [a]. to frame a new context in which young offenders may shed off “offending identities” and negotiate new, prosocial non-criminal identities and pathways for their lives, [b]. to provide them the tools to put their lives back on track after release.The project proposes the development of a holistic learning programme which will look at the needs of the individual – emotional, psychological and social needs – so that they can personally develop and achieve empowerment and independence and provide them the necessary mechanisms to assist them in everyday life. The Skills4Life programme covers a variety of topics including:• resilience, goal-setting and personal development,• interpersonal communication, personal presentation, anger management and parenting and family skills• work skills, home management, budgeting and finance, time management and health and personal hygiene.A total of eight (8) prisons throughout Europe will test and pilot the Skills4Life methodology, while a total of eighty (80) young offenders are expected to participate and benefit from the project’s activities.

"<< Background >>Our food system is sick and needs to be cured. One of its remedies is to explore the ways how to prevent and reduce enormous food waste that humanity produces nowadays. Best food waste is no food waste. It is evident that current food supply chains are notoriously inefficient and show vulnerabilities from initial agriculture production down to the final household consumption. These inefficiencies have global unprecedented significant social, environmental and economic impacts. At European level food waste accounts to 88 million tonnes annually and associated estimated economic costs of 143 billion euros. Food losses and waste represent a waste of resources used in production such as land, water, energy and inputs. Considering facts such as: -an increase in the food demand for food by 70% by 2050; -a 6% decrease in crops efficiency due to climate change; -the consideration of the agri-food system as the largest contributor of greenhouse gases; -agriculture using 70% of all water. Based on this, the core commitment of the twenty-first century is to do our outmost to prevent and reduce food losses and food waste. The goal 12.3 of the Sustainable Development Goals (SDGs), unanimously adopted by world leaders in September 2015, targets to halve per capita food waste at the retail and consumer level by 2030 and reduce food losses along the food production and supply chains. We are far behind with achieving this goal and there is an urgent need to do more, in better ways and multiple possible ways. Global average annual increase of total food production in the five past decades was 122 MMT (FAOSTAT). A 20% reduction of the 1,3 billion tonnes of food lost would mean 260 million tons saved annually. Alarming fact is that households produce more than half of the total food waste/loss. From this point of view, it is critical to adapt also the eating habits of consumers to achieve the prevention and reduction of the food losses and food waste. Awareness campaigns are not enough in this regard. New ways of using safe food currently thrown away need to be further explored. The idea to teach people how to reduce food waste and food losses is not new. In recent years, several projects have been done on ""food waste"" topic. However, there is a lack of projects that would increase the competences of the teachers at ISCED level 2-3 and parents of the children age below 14 not only in theoretical background, but also in the way of practical implementation of theory to each day life. In addition, the FoodComp project is looking for ways to help alleviate this problem by innovative concepts of building partnerships which merges target groups that can influence the behaviour of the single person but the social groups as well.<< Objectives >>FoodComp's specific objectives have been set up:- To promote efficiency in the use of resources throughout all stages of the food chain from farm/shop to household/restaurant consumption.- To promote and foster long term behavioural changes to increase understanding of food losses and food waste.- To promote the replicability of the prevention strategies, best practices and solutions through multimedia food book containing recipes based on the efficient use of food with minimum food losses and waste.- To facilitate the transferability to the wide public of the new innovative solutions with the creation of a tailored sustainability plan for all the intellectual outputs in the FoodComp project.- To disseminate the project intellectual outputs among different stakeholders (farmers, producers, sellers/retailers, consumers, smart cities, policy makers, research community, etc.).We plan to reach these objectives via:1. To prepare and disseminate clear and simple information on how to prevent waste, making this process as automatic as possible, for example also through the use of technology (our Cook App).2. To highlight the key messages, bringing attention to the most relevant information emphasizing the main part of the message with colors that attract attention and with the appropriate use of images and videos (our toolkit).3. To personalize the messages, directing them specifically to the individual and indicating where to obtain the appropriate information (our OER).4. To encourage communities to be competent and responsible actors for positive change (our dissemination).5. To inform about the behaviour already taken by most citizens (our multiplier events).6. To underline the effects, in economic and social well-being terms, deriving from the action against food waste (our message).We expect that FoodComp activities will change of thinking persons involved in the food industry towards better understanding on food waste and loses prevention not only in partner countries but also in other EU countries. Thanks to developed toolkit, learning materials and Cook App we hope that our stakeholders receive knowledge how to throw less food, using whole pieces of food items and understand the benefits of saving food and contributing to sustainable development.<< Implementation >>FoodComp will deploy, demonstrate and validate new strategies based on a systemic approach compiling science-society-policy interfaces to assess and implement the most efficient set of solutions for each of the intellectual approaches.In the FoodComp project the developing process will focus on identification and presentation of food waste and losses’ main hotspots and education towards reduction of food waste and losses. Emphasis will be focused also on behavioural changes of target groups. According to this objectives, we will implement following activities: For Result1 following steps are planned:-Identification stakeholders that will participate in the Citizen Science activities -Definition of the methodological framework for Equilibrated diet tool -Development of Food losses and waste toolkit -Development and optimize different equilibrated menu on the conservation of products. For R2 following steps are planned:-Set up criteria for e-platform and technology instalment of the platform -Technology implementation of the e-learning platform and definition of the technical baselines for developed learning content-Implementation of training schemes into the e-platform In parallel with the technical phase, e-learning materials development will be proceed:-Definition of didactical framework -Development of the methodology and relevant templates for e-learning modules -Development of Learning Material The production and design of R3 will be include activities:−Definition of the application logic and draft of relevant algorithm −Development of the scenarios for promoting plates based on local and sustainable products and the maximum exploitation of food −Identification of relevant Apps and websites that can be linked with FoodComp App−Programming of the App<< Results >>MANAGEMENT AND IMPLEMENTATION:−Establish Steering Committee and Quality Committee− Develop Management and Financial Plan - Quality Management and Evaluation Strategy- Interim and Final ReportsPROJECT MEETINGS:−The 1st project meeting in Slovakia −The 2nd project meeting in Italy −The 3rd project meeting in Poland −The 4th project meeting in Portugal −Final meeting in France INTELLECTUAL OUTPUTS AND RELATED EVENTS:−R1 - Food losses and waste toolkit −R2 - E-learning materials to learn about prevention of food losses and waste −R3 - FoodComp – Cook App C1 - Short-term join staff training in France Pilot evaluation in all partners countriesE1 – E6: Multiplier eventsDissemination:- Integrated Dissemination Strategy - Dissemination Directory- Project visual identity and project website- Promotional materials and activities- Project Brochure for (digital) distribution"