BACKGROUND & OBJECTIVESThe European migration policy remains a key priority of the European agenda, leading to a continuous development and update of relevant policies and measures in order to ensure the successful migrant integration into the host societies. According to relevant researches and reviews, the most important factors that can lead to a successful migrants integration are social inclusion, active citizenship and inclusion to education and employment. Focusing on the issue of inclusion to employment, data provided within the EUROSTAT publication “Migrant integration, 2017 edition” show that, despite a high level of education, migrants present higher rates of unemployment and over-qualification compared to those of native-born residents. According to the same publication, it is reported that migration-specific work obstacles such as language and communication challenges, lack of recognition of foreign credentials and experience and discriminations on social and religious grounds may have contributed to this situation. Therefore, the need for supporting 2nd generation migrants overcome these challenges and make their way into employment is more than obvious and imminent. To this direction, ACT POSITIVE partners, by recognizing the importance of positive psychology, aim to develop a new innovative method of training courses that will empower unemployed 2nd generation migrants to not only adapt to potentially stressful events and successfully assimilate these, but also to use these potential stressors as opportunities for positive growth based on identification and utilization of key Positive Psychology constructs and processes.PARTICIPANTSIn order to meet the project’s objectives, at least 30 unemployed 2nd generation migrants per country will be involved in the project’s activities. Other participants that will be indirectly involved are VET trainers and organizations, representatives of public authorities and policy makers, NGOs’ and other relevant stakeholders’ representatives.ACTIVITIESFirstly a synthesis report will be developed including the findings from a literature review on the challenges and obstacles that 2nd generation migrants face within their efforts to find a job along with their needs for developing new skills and/or improving existing ones and from a field research aiming to collect data directly from the project’s target groups.. This report will contribute as a framework for the development of the Training Curriculum, the training course (IO2) and the ACT POSITIVE Toolkit (IO4). The training course and the ACT POSITIVE Toolkit along with innovative gamified features will be also available through the project’s gamified e-learning platform (IO3).METHODOLOGYRESEARCH: Partners will compile a synthesis report of existing literature on the challenges and obstacles that 2nd generation migrants face within their efforts to find a job along with their needs for developing new skills and/or improving existing ones in order to improve their position within the labor market. At the same time, partners will conduct a field research aiming to collect data directly from the project’s target group: 2nd generation migrants. All relevant findings will be included in the overall synthesis report called “Analysis of the State of the Art on Employability needs of 2nd generation migrants”, which will contribute as a framework for the development of the Training Curriculum, the training course (IO2) and the ACT POSITIVE Toolkit (IO4).PILOTING & EVALUATION: The application and experimentation of the developed training course into the partners countries. A minimum number of 30 2nd generation migrants will be included in the piloting activities and will complete the course on the online gamified platform. Online coaches will guide learners throughout their journey, throwing light on their forthcoming missions, helping learners keep on track. The piloting activities will include:1) introductive face-to-face (or via webinar) lesson (to introduce the course); 2) online lessons on the gamified e-learning platform.EXPLOITATION: the two main tools that will be used for ensuring the wide recognition of the project’s results will be the gamified e-learning platform (IO3) and the ACT POSITIVE Toolkit for VET trainers / organizations and policy makers, ensuring:1) availability and sustainability of the project’s results2) the highest possible level of transferability of the tools, materials and methodologies developed within the project.RESULTS & IMPACTAs an overall result, ACT POSITIVE will contribute to the development of an innovative approach to enhance resilience and utilize the strengths of European 2nd generation migrants, based on the positive psychology theory. ACT POSITIVE is also aiming to strengthen the European agenda for the promotion of the issue of migrants’ social inclusion through action that promote their inclusion into education and, mainly, employment.

"As a result of the researches conducted and the postgraduate thesis on “glass ceiling syndrome”, “BIG CEFA” Project is planned based upon the low rate of women administrators and the problems they encounter. Heading up from the fact that the situation observed decreases the possibility of women to become administrators, the project is prepared to be implemented in 5 countries where the rate of women administrators is extremely low.So as to be able to cope with such problems as gender discrimination and lack of communication with their fellows that they are faced with advancing in their careers, women administrators and women manager candidates who are exposed to glass ceiling syndrome need guidance, social support and motivational services. Within this context, this project is in line with the objective of ""improving the demand and take-up through effective outreach, guidance and motivation strategies"", which is of the priorities of European Commission in the field of adult education. Besides, it is aimed to minimize the problems faced by women administrators by improving the management skills and competencies and mentorship skills of them. With this objective, the project is in line with the priorities of European Commission with the objectives of ""Extending and developing educations competences"" and ""Achievement of relevant and high quality skills and competences"". Within this framework, it is thought that the findings and results obtained from this project can draw attention to the importance and seriousness of the matter and taking action to overcome glass ceiling barriers.Taking these priorities and objectives into consideration, main target of the project is women administrators and administrator candidates in educational organizations. Project’s Intellectual Outputs were created suitable for this target, which are:1-Situation Analysis Report (IO1): Report contains knowledge about Glass Ceiling Syndrome given in related literature. It aims to put forward the currents situation of Glass Ceiling Syndrome and Glass Ceiling Barriers that women administrators face in Turkey, Spain, Italy, Portugal and Germany. The report has 3 main parts. Problem Situation, Method, Findings and Discussions and Results and Suggestions. The report holds current situation of women administrators in terms of glass ceiling experiences comparatively in partner countries of the project.2- Women Administrators Training Program (IO2): The training program aims to give information about glass ceiling issue in administration. It was prepared according to results of IO1. It has three modules which are Administrative Training, Coping Skills Training and Glass Ceiling Training. They can be used both together and separately by the one who interested in. According to training evaluation results and participants' feedbacks, it is seen that training program is valid and applicable. 3- Women Administrators Mentorship Training Program (IO3): The program aims to develop women administrators' administrative skills and their mentorship skills. It was prepared according to the results of IO1 and evaluations of IO2. It has 5 modules which are Time Management Training, Decision Making and Problem Solving Training, Communication and Motivation, Gender and Awareness and Mentorship Training. The modules can be used together or separately by the ones who are interested in.Thus, we aim to minimize the glass ceiling barriers that women administrators experience, to let them develop skills in order to be able to cope with these problems and to develop their mentorship skills. According to training evaluation results and participants' feedbacks, it is seen that training program is valid and applicable.The situation analysis report (IO1), women administrators training program (IO2) and women administrators mentorship training program (IO3) will be available for use with a free access in many countries around Europe.Therefore we aim to reduce gender discrimination at the management level, break the prejudices and stereotypes directed to women administrators and administrator candidates, inform them in advance about glass ceiling barriers they may encounter and thus to develop their ability to cope with these barriers, improve the work conditions of them, give mentorship training to women administrators for make them guide other women administrator candidates.By taking all these priorities, intellectual outputs, short and long term aims into consider this project aims women administrators to develop better social skills and right decision-making skills and to gain motivation to overcome glass ceiling barriers in their career planning. In the long run, this project will inspire and contribute future projects related to gender inequality, social stereotypes against women in work life and developing administrative skills of women. And it will serve as a practical project with its products to overcome gender inequalities in work life."

The VOCCESS project has managed to create an interactive online program for career guidance, aimed at students between the ages of 19 and 26 to help them guide and build a professional career that is consistent with their skills, values ​​and passions. The educational system created has been based on proven teaching and training practices, in addition to having an attractive appearance and adapted to the target group: it is gamified and easy to use through the app created by the project.Organizations from Italy, Turkey, Bulgaria, North Macedonia and Spain have participated in the VOCCESS project. The objective has been to share the knowledge and experience of the consortium in the field of career guidance and work with young people to achieve an innovative methodology, but one that is adapted to the real and current needs of young people, which can be useful not only for your professional career but also for your self-knowledge.The training program generates an active involvement of users, asking and making them reflect on their situation and their preferences, without forgetting their knowledge and skills, to give rise to a range of specific guidance suggestions for their professional careers.The system supports users in the most important points of a successful career:- determine your vocation, using a unique combination of values, interests and natural talents;- find the best career path/option, setting and achieving goals;- Generate guided and oriented learning so that they acquire knowledge about the necessary steps to develop the professional career that best suits them.The intellectual results created are:-An innovative methodology on labour and professional guidance-A complimentary online training course-A mobile application with a profiling algorithm based on the interests, knowledge, skills and values ​​of young people.Through the created VOCCESS methodology, a gamified learning process is presented that gives participants the opportunity to track their progress and earn rewards for each achievement, an innovative approach in the field. In addition, VOCCESS provides a unique step-by-step strategy for each user, which creates a vision for their professional development, helps them set goals and build a plan to achieve them. The methodology includes coaching, NLP methods (neurolinguistic programming) and curriculum design for professional education.Through the online course and the VOCCESS app, the opportunity to take advantage of the interactive online program for career guidance is provided to young people from the participating countries but also to English-speaking users outside these countries. All results have been translated into all languages ​​of the countries of the project partners.VOCCESS has managed to generate a methodology, a system of profiles and an online course that unifies the program, which helps young people to have a different approach in terms of their careers, guiding them in their self-knowledge and that of their own context and opportunities available.The project has reached more than 4,500 people between the ages of 18 and 34, with the majority group being between 19 and 26 years old. In addition, the results produced have been implemented and tested with more than 450 people.The long-term benefits of the project are promising, mainly due to the contact with the General Directorate of Employment and Training (GVA Labora) since it may affect the process of preparing Valencian public policies.

<< Background >>Createch has great potential to contribute to economic growth and job creation,based on the underlying technology and the expected wide applicability of Createch innovations to different sectors and contexts.A common finding in studies on the future of work is that employers will increasingly demand digital skills and creative skills.Many researches shows that combinations of skills – technological, artistic, organisational and management are important for creative work.A report on the future of jobs by the World Economic Forum (WEF) considers creativity, along with complex problem solving and critical thinking, as one of top three skills in 2020, and estimated 87% of creative jobs are ‘at low or no risk of automation’.Regarding to the 35 million job adverts posted between 2011-2018, It found that the occupations that mention “createch” skills the most were: graphic designers; photographers, audio-visual and broadcasting equipment operators; artists; arts officers, producers and directors; and product, clothing and related designers.Given the importance that future of work studies attribute to both creative and digital skills, it is reasonable to suppose that ‘createch’ skills will be associated with roles that are expected to grow in importance in the future.With the current pandemic COVID-19 crisis,there is also sudden need for creative and digital solutions in the current circumstances.Many Europeans have been suddenly thrown into conditions demanding the use of digital technologies .The impact of the COVID-19 pandemic is having a severe effects on adults who need to find ways to continue in these challenging times which now relies on the access to and use of digital technologie<< Objectives >>CREDI aims to develop creative digital skills of adults who has low creative digital skills.The unemployed/employed adults will have chance to identify several «createch» skills determined using this methodology include image editing, graphic design, typesetting, animation, website design, art direction, photography, gamification and video productionThe objectives of the project are;*To identify what the createch skills are, which roles require them, and their importance to the future jobs market*To provide learning opportunities for adults in lifelong learning;also to provide incentivise and enable greater employer engagement in training; and cement the value of creative education*Give adults the opportunity to acquire and develop skills and abilities that contribute to their full participation in the information society.*Develop an Online Training programme which includes modular training courses*Develop an Online self assesment tool which allows adults identify gaps and shortages in digital skills *Deliver training courses at least 60 digitally low skilled adults to increase their createch skills and competences*Support at least 12 trainers<< Implementation >>The project will be developed in three main phases such as development,piloting and delivery which includes the 2 intellectual outputs and supported by 3 management activity work packages-Development Phase R1-Online Self Assesment Tool for Digital SkillsAn online tool will be produced to help the learners to identify their digital skills and will be the first step of their learning pathway.R2-MOOC and Blended Training course for Digital skills MOOC and The training program Digital Skills will be developed as an online course with integrated MOOC and OER tools, resources and solutions, and designed specially for low digital skilled creative workersPiloting PhaseR1-The online assesment platform will be tested thoroughly to ensure that it is stable and fully functional on all the widely used operating systems and browsers by experts and the targeted end users.R2-MOOC will be available as MOOC in the website of the Project to be run online with 100 learners from the defined target group, over a period of 1 month.Blended learning course which will combine the Digital Skills MOOC course with face-to-face training where 60 learners will be able to implement the knowledge gained from several modules.-Delivery PhaseThe course will be available in the website of the Project so all interested adults can Access and enroll the course free.For the blended course,each partner will implement 1 blended-learning training course with the participation of 20 adult learners.WP1: Project management (EMYF lead)Based on PCM (Project Cycle Management) and working along a fixed activity breakdown structure as described above.• Activity Planning• ReportingWP2: Monitoring and Evaluation ( GEINNOVA lead)The internal work processes as well as the products and impact of the project will be quality controlled and evaluated Including:• A Quality Strategy and Plan: detailing the a) quality assurance and b) internal evaluation activities for the project.• Internal Evaluation reports and an end of project Internal Evaluation ReportWP3: Sharing,Promotion and Use of Results ( AKGD lead)Partners will disseminate the project and its outcomes to their extended network through face-to-face, media and web activities. In year 2, partners willidentify and map potential stakeholders, actors and policy makers that will be targeted in order to further exploit the project outcomes.Use of results are envisioned to be long-lasted in the afterlife of the project, and will be guided by a detailed plan<< Results >>1-The Project CREDI will provide 1 MOOC and Blended training course for the development of creative digital skills as a project results. It aims to give prominence to the learning of adults, placing this group in the center of digital literacy processes, giving them the opportunity to actively participate in the knowledge society. It provides an opportunity for adults to enjoy the enormous benefits offered technologies as a means of social interaction and cultural, entertainment, work activity, training, etcTotally 60 learners and 12 trainers will participate in piloting for MOOC and Blended Training Course20 learners per partner will participate the Blended training course2-And another result will be 1 online self assesment tool which will identify digital competences in line with the DigComp Framework. It will highlight the competences which are strong or weak.It will be used to better understand the digital literacy skills of adults themselves and encourages them to consider their level of confidence using a variety of digital tools.Totally 60 learners and trainers and 6 technical experts will participate the piloting Apart from the listed project results, event and activities that are described will better understand their digital literacy skills and encourages staff to consider their level of confidence using a variety of digital tools.ollowing sections, the results will above all relate to project management, evaluation, and sharing,promotion and use of resultsA1. Project Management activities Results:- 1 Project Management Toolkit: includes guidelines on project management, time and resources allocation, communication process and the project’s overall action plan.- 4 Transnational meetings- 2 Quarterly Progress Reports- 1 Interim and 1Final ReportA2. Monitoring and Evaluation Activities Results :- 1 Monitoring and Evaluation Plan -> evaluation strategy gives an overview of the evaluation activities within the project.- Developing meaningful quality criterias for the quality assurance- Preparing evaluation forms and tools to gather relevant dataA3. Sahring and Promotion Activities results will :- 1 Sharing and promotion plan for the project -> that outlines approach, materials, target groups, channels for effectively disseminate the project- 1 project identity -> a unique logo that is easily recognisable and that conveys the idea of the project, design for presentations and other information material.

COOLT is a methodology, educational course of five modules and educational materials which can be used for workshops and training course. COOLT is unique as provides both a detailed description and an innovative method for peace education, educational for cultural understanding and active citizenship and educational material which are ready-to-go and can be used in various structures with students and young people aged 14-21. The project has aimed to decrease violence and social exclusion in regions where these are present and where tension based on cultural differences is also an issue. The partnership believed high quality education in a strategic, systematic and sustainable manner is the best prevention of conflict, violence and social exclusion. As the partners understood the complexity of the matter they have conducted an extensive research prior to the creation of the methodology and have used curriculum design techniques and methods that provided over 90% success rates for all matters. The partners have taken an innovative approach including target audience young people in the creation of the educational material to make sure these are relevant and at the right complexity levels for each age group. The educational method was based on proven teaching and coaching practices and is appealing - it is gamified and creates a culture people would love to be part of. The educational materials and methodology supports young people living in environment of social tension and intercultural conflict in five main ways: - understanding on a deeper level personal values prospects in the lifelong perspective - developing cultural awareness and tolerance - developing an in depth understanding of cultural differences - Developing and fostering peace mindset and skillset through deep experiential learning and techniques which use the subconscious reserve of the brain - developing skills such as proactiveness and social responsibility and active citizenship We have achieved measurable results in the following areas: - Reducing violence and conflict in areas of cultural and ethnic differences - Increasing civil activity and active citizenship in target audience young people - Engaging the larger community in dialogue about peace education and conflict prevention - Influencing educational policy making in the area of peace and cultural understanding During the project cycle, a total of 95 staff and students from the partner institutions participated in the transnational activities of the project. These staff participants were selected according to the extent that they were involved in addressing the needs of the target groups in their institutions and the student participants were mainly selected among the ones that belong to disadvantaged groups and who were facing the conflicts and exclusion problems due to different cultural values. The project was a CROSS-SECTORAL project that focused on school education. Knowing that schools are the first places where the problems of the students who are facing conflicts should be solved to ensure their inclusion in the society and integration to their surroundings, the project and its results were mainly beneficial in the field of school education. However all the information and outputs gathered and prepared during the project cycle are transferrable to youth training and all the other educational fields to ensure lifelong learning. The most important output of the project is the Intellectual Output which is a full training course including educational materials, web platform, books and training courses. The Intellectual Output is very flexible to be used as a full course in workshops by guidance counselors of the schools or as separate modules to be integrated in the lesson plans of different subjects as extracurricular activities. Thinking that peace is one of the most important and urgent problems of the EU and the globalized world, the project aims to facilitate the education of peace and ideals such as tolerance, acceptance in younger groups for the purpose of creating a better future for the younger generations.