Institutions of adult education from Poland, Slovenia, the Czech Republic, Turkey and Spain have established a partnership to develop a training program with a manual for trainers and a mobile application for various social groups in the field of home finances management which means home budget. Trainings, exercises and methods will be prepared by specialists from partner organizations in such a form that in an accessible form, raise the knowledge of adults as well as efficiently and properly manage the home budget. The training program will include elements of mathematics, sociology, economics, marketing as well as psychology. The training program will also concern healthy lifestyle, healthy eating and avoiding dangerous loans. Trainers will gain knowledge thanks to the exchange of experiences and the handbook on how to work with various groups, eg emigrants, socially excluded, disabled and adult pupils of educational and upbringing facilities to become independent. Thanks to the project, the participating organizations will expand their educational offer and the competences of their employees will increase. The main products of the project will be made available to other organizations and trainers, a textbook and a mobile application. Especially the mobile application with the training material will affect the universality of teaching about home finances and dissemination among educators.

<< Objectives >>LOTUS will support the development of digital pedagogy and expertise in the use of digital tools for VET teachers, including the creation and innovative use of digital content. Using DigCompEdu we will focus on building educators’ pedagogic competences in the areas to teaching & learning and digital resources. For VET learners, the dual model of intervention proposed will achieve positive vocational outcomes for learners building their career and self-management skills whilst building resilience<< Implementation >>LOTUS will train 120 VET professionals to purposefully use technology to improve the quality of VET offers & develop their digital pedagogy; create tailored toolkits, educational resources & MOOC to support the career management skills and resilience building within VET communities, host virtual, in-person training activities & tailored multiplier events and seminars. All resources and materials developed will be accessible, open source and widely disseminated through the LOTUS online channels<< Results >>The LOTUS Project will deliver the following project results and outcomes 1.) In-Service Training Programme for educators and career guidance professionals; 2.) LOTUS Learner Toolkit 3.) LOTUS MOOC for Building Resilience within the VET community. In addition, LOTUS will design and deliver a comprehensive dissemination and sustainability strategy guaranteeing local, regional and EU impact and host national multiplier events and local & EU training activities for our target groups.

In the context of mental health issues FOMO is one of the newest, anxiety causing, stressors that impact the mental health of today's young digital natives for whom social media plays such an important role in identity building. The NOMO FOMO project proposes 'unpacking' the term FOMO to see what lies beneath and provide a toolkit of interactive learning resources to address the elements identified. In a survey with young adults the following themes were commonly identified in all partner countries as being the basis for FOMO anxiety. Fear of being unpopular; uninteresting; unattractive; unworthy; unfriendly; unkind; uncaring; are just a sample of the 12 most common themes that emerged. Addressing these themes, partners will pilot NOMO FOMO outputs in 7 local settings where the partners are based.Educational games are not a new phenomenon, and have been a part of the educational landscape since the development of the abacus and before. In today's ubiquitous technology environment online gaming, especially on smartphones has grown exponentially and a survey conducted by Nielsen in the USA found that for young digital natives the amount of time spent playing games on their smartphone is 12 times more than the time they spend talking or texting. It is clear that smartphones are the device of choice for young digital natives and responding to this the NOMO FOMO consortium are proposing to develop a completely new smartphone based learning experience that promotes positive mental health. Young adults have the latest tech gadgets in their palms, are hyper-connected, and eager to innovate. They live in an online 'bubble' surrounded by technology. Facebook, Instagram, Pinterest, TikTok and a whole range of other social media platforms are the new street corners where today's digital natives 'hang out'. They are the perfect, familiar and attractive places to engage young adults and address the impact of social media on mental health.Infographics have been steadily gaining popularity, both in digital and print formats in organizations and education. They are clear, effective and visually engaging. They present a variety of information while retaining the attention of the viewer. Today’s young adults are inundated with information every day and opportunities for distraction are increasing. Young adults need tools to easily digest information while also being offered the opportunity to develop key skills in a digital environment where they are most at home.The NOMO FOMO consortium partners will create 12 interactive infographics each one addressing one of the key themes associated with FOMO anxiety and stress which directly impact mental health. Each individual interactive infographic resource will comprise a series of 4 different but related learning elements. Each element will have clear learning outcomes to be achieved. Research conducted to inform this proposal with young digital natives found that they do not use up to 60% of the apps that they have downloaded and the vast majority of them expressed an unwillingness to download new apps due to the data mining activities of app developers. For this reason the resources developed will be presented and accessed directly through the camera on their smartphone through the built in QR code reader.Partners will develop an in-service training programme for front-line adult educators with two specific elements namely Unpacking FOMO and building the digital skills of front-line adult educators to build their own interactive infographics using software programmes like PowToon, StoryBoardThat, VideoScribe, KAHOOT, LearningApps, Google Forms, etc.A suite of 12 interactive inforgraphics addressing key thematic issues directly relating to FOMO will be developed 36 front-line adult educators will complete the piloting of the in-service training36 young adults will complete the peer leadership training2500 young adults will engage with the interactive infographics and the NOMO FOMO MOOC

<< Background >>The Intercult Connected Campus project offers an innovative training tools to support trainers and social workers in the digital transition. It also aims to enable them in turn to train refugees and migrants in digital uses. The project partners wish to continue the work of inclusion and diversity in adult education and migrant integration.To improve support for migrants and refugees and prepare vocational education and training for digital education for innovative and inclusive practices.It is indeed thanks to digital technology that information is transmitted, that solidarity is organized, that work has been reinvented and that social ties have been maintained. But an alarming finding shows us that the digital divide worsens existing inequalities and leaves behind people who are already disadvantaged.The digital divide still affects millions of people in Europe and migrants and refugees are often concerned because they are confronted with many online administrative services and the need to know the digital tools daily and professional aspects.While they can contribute to economic growth and can also support the recovery after COVID-19, they nonetheless face several challenges, including difficulties in accessing suitable vocational training. According to the Communication from the commission to the European parliament, the council, the European economic and social committee and the committee of region - Action plan for integration and inclusion for the period 2021-2027:The need to develop more and better skills is important for socio-economic development, including for migrants and refugees.Following on from the Intercult project, which enabled social actors and trainers to improve their intercultural skills, we are offering them the opportunity to strengthen their skills in the use of new technologies and digital tools for integration and inclusion.As part of the modernization of integration services, Intercult Connected Campus will support the existing vocational training systems. We propose to design and experiment with our partners, an open and accessible place to improve the chances of success for all.When we know that immigration can contribute significantly to jobs, growth and prosperity in Europe. The training of migrants is necessary to support the European economic model. Bringing Digital learning closer to support migrant entrepreneurs, ensure that more migrant women as well participate in the labor market, represent a useful choice for the community.This project will help overcome the obstacles these groups face in accessing market opportunities and help address digital transformation through the intercult connected campus platform that will be piloted with consortium partners.The current context prompts us to modernize and update our education and training systems. We must therefore reconsider the way we train our trainers and develop innovative digital tools to increase their skills.Digital literacy as a solution to improve the capacity of individuals to participate in a society that uses digital communication technologies in all its fields of activity, and as the glue of an increasingly intercultural connected society.<< Objectives >>The objective of this project is to offers an innovative training tools to support trainers and social workers in the digital transition. It also aims to enable them in turn to train refugees and migrants in digital uses.This project aims to develop the digital pedagogical skills of trainers and social workers, enabling them to deliver inclusive digital education.The training program will focus on:- key and transversal digital skills- digital skills for civic and social inclusion - digital skills for professional inclusion - digital skills for intercultural communicationThe diversity of target audiences requires the definition of the key and transversal skills necessary to support learners with their different needs. The purpose of the InterCult Connected Campus project is as follows:1- creation of a learning management system that uses new learning and training technologies:- infographics- mooc- continuing education at online or face-to-face2- production in a participatory context of activity catalogs- participatory management and hosting of training- dedicated co-working space- mixed training space in semi-distance and face-to-face support3- involve public and private partners already involved in the project around this program by proposing a common intervention framework and shared tools.4- The InterCult Connected Campus Project aims to offer training to reach audiences who for various reasons and who live in difficult conditions are deprived of it and thus reach audiences in priority areas of the City's policy and fragile audiences in general.5- digital technology is at the heart of Intercult Connected Campus in all its dimensions: a place of digital factory close to the territory.<< Implementation >>The project proposes to act against the digital illiteracy of the target group and to promote the use of digital tools in order to make this population more autonomous, by developing modules adapted to their needs, by offering the acquisition of digital skills from European digital skills benchmarks.The consortium will implement the following activities: PPR1: Training Program: Training program to improve digital skills for trainers and social workers.Module 1- Identifying the main digital skills competences to acquire to address illiteracy.Module 2. Mapping of obstacles of digital uses and main training needs of the learnersModule 3- How digital readiness helped to improve social and professional integrationModule 4- Digital intercultural mediationPPR2: Develop infographics resources to foster digital readiness for social and professional integration.The infographic resources are interactive and will require some digital skill as they will be available through the online platform. The trainers will support the beneficiaries to use the online material presented.PPR3: Development of the Intercult Connected Campus learning platform to foster inclusive digital learning environment for beneficiaries, that uses new learning and training technologies: infographics + Mooc.<< Results >>The project will also have a significant and positive impact on the participating organizations as it will create lasting value for the community by providing a digital space for all, a third place to meet and learn.Third places to develop “doing together” and re-establish links. These places are central in territories life. Activities in these places, much broader than coworking, contribute to economic development and the activation of local resources. In this context, other devices such as Digital Common are open to all. It can be mobilized by all those who wish to create a time of exchange and common work on their territory.It is possible to organize a Digital common plateform collaboratively developed and managed by a community.Within the framework of Erasmus +, the partners of the Intercult connected campus project can stimulate social inclusion actions.The InterCult Kit is a transversal methodology that uses digital technology to train in InterCulturality. The InterCult Connected Campus Project is the place of the digital fabric of the territory which will offer a framework for support towards socio-professional inclusion using the learning management system.Each partner will pilot the materials and training program with associated partners.It is also estimated that 120 people in total (20 in each country) will attend the piloting events.This project will help overcome the barriers these groups face in accessing market opportunities and help address the digital transformation of relevant structures through digital readiness, resilience, and capacity.

The performing arts combine some of the oldest art forms and their origins can be traced back to earlier times when literacy and language were for the few rather than the masses; when the wisdom of the wise and the rule of the powerful were transmitted by stories, morality plays and in rhyme and song. The performing arts are and always have been flexible and adaptable to the circumstances and the times we live in. Through war and peace, times of prosperity and times of poverty, the performing art have performed; providing entertainment and relief from the stresses and strains of everyday life. After all, what would life be like without the Bowie's, Baryshnikov's or the Bond's of this world. Overlooking the obvious entertainment value provided by these and many other household names they have also contributed significantly to the economy. Musicians, dancers and actors along with performers in a whole list of other art forms are key contributors to the cultural and creative industry sector, which in turn is a significant contributor to the GDP of all countries in Europe. Leaving aside the financial factors, in a time of cultural diversity in Europe, traditional art forms are of ever increasing importance as vehicles for expressing one's cultural identity and underpinning that identity moving forward.Part-time work, short-term contracts and self-employment have long been a characteristic of the performing arts sector, and they are becoming even more pronounced. For performing artists, it may well be the case that, references to ‘self-employment’ or ‘part-time employment’ are euphemisms for periods of unemployment. In many countries, there are strong political and social forces in favour of protecting traditional culture, as well as an ethos of public support for the arts. However, these are curbed, to some extent, by financial pressures and are also being crowded out by the interest in audiovisual technology as a source of employment.STARDUST partners are of the opinion that building business acumen within the performing arts sector is both a worthwhile and timely intervention. The range of opportunities now open to performing artists to build sustainable careers in their chosen artistic discipline has been profoundly increased by the technological developments of recent years. There are now national and international markets open to almost every individual artist on a scale that has only previously available to a very small, select few. There is however a note of caution that must be taken into consideration as although performing artists are generally considered as a group, within the performing arts sector there are different sub-sets that will have different needs and different potential opportunities to exploit. In response to this the STARDUST consortium are proposing the development of a bespoke, multi faceted entrepreneurship training curriculum that will have specific modules tailored to the needs of 3 distinct groups, namely; Musicians; Dancers; Actors. The modules that will be tailored to suit the needs and address the opportunities for each of these sub-sets of the performing arts sector will be accompanied by a full set of relevant, more business acumen focused curriculum modules.The Performing Arts Entrepreneurship curriculum to be developed will include 8 core modules based on the most appropriate competences to be selected from the EntreComp Framework and 4 elective modules for each artistic discipline. Partners will also develop an in-service training programme for VET professionals interested in supporting the business development of performing artists. During the project life-cycle it is estimated that 6 VET tutors in each partner country will complete the in-service training while a minimum of 12 performing artists will complete the bespoke curriculum in each partner country. At the project close a Final Conference will be held in Spain when all project outputs will be presented along with audio-visual testimonials of the performing artists who participated in the project.