The CHART project network will build a framework for innovative heritage tools and approaches where partner organisations, representing a very interesting mix between rural and urban, university level and grass-root active NGOs, extreme West and extreme East of Europe (and also North and South) will learn and exchange knowledge and build a participatory process around their own cultural heritage main values. CHART project proposes a new innovative practical introduction to concepts which are not known and widely used at European level:1 Cultural mapping/cultural maps - as an ‘action journey’ undertaken specifically to identify, investigate or reclaim community values. 2. Heritage interpretations - aiming to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media. 3. Heritage learning - full range of potential activities intended to heighten public awareness and enhance understanding of cultural heritage. The final products of CHART project will reflect these key concepts and will be usable by a wide range of beneficiaries and stakeholders with full impact on local and regional level and significant progress at National and European level. The basic assumption of the project is based on the fact that cultural awareness and expresssion is a cradle-to-grave key competence and is a shared responsibility (variety of key actors involved in education). The main objectives of this project are:- developing a clear conceptual framework for cultural awareness and expression and a practical vision of how to develop and refine awareness and how to stimulate expression among participating organisations, associated partners and relevant stakeholders - develop new digital tools (cultural maps and cultural hotspots (loops) for cultural and educational institutions that can improve access to artefacts and experiences, and develop skills for media literacy, thus making cultural experiences as accessible as possible to all citizens and stimulating cultural participations of citizens from underprivileged socio-economic backgrounds.- give particular attention to lifelong, intergenerational and intercultural learning of cultural awareness and expression with the goal of stimulating social cohesion by including key people and personal stories into the cultural maps and cultural hotspots.- raise awareness of the importance of cultural key factors (such as places, institutions, people) by providing them new media products (such as cultural maps and cultural hotspots/loops) in order to develop links between cultural awareness and expression and social, economic and cultural challenges.- develop educational frameworks and methods for Initial Teacher Education and Continuing Professional Development for educators and cultural workers in order to improve skills and the understanding necessary for developing cultural awareness and expression in learners and their institutions.The project encompasses target groups living in both, urban and rural areas, where local culture, as a source of activities, pride and well-being, can be a major asset to development. At European level educators&organisations offer different cultural views, entry points or learning paths by learning from each other experiences. Through transnational collaboration and networking, by the help of five transnational meetings and two staff training events, multiple perspectives and interpretations of culture will emerge among learners. Collaboration and networking among key stakeholders will increase the possibilities to create common products, exchange ideas and methods, thus bridging the gaps between learning spheres (formal, non-formal, informal) and taking the needs of learners into account.

The project RURALYOUTH forms a lifelong education system for tourism students who would liketo be an entrepreneur in rural areas so the effective open-source education system as the output of the project providesimprovement of the quality and efficiency of education and training as being indicated under the 2020 EuropeanCooperation in education and training. According to the creativity and innovation features of the projectRURALYOUTH offers education and training at all level on the open access system. This social inclusive educationthe system provides new opportunities for being entrepreneurs at international level with the social aspect. The projectRURALYOUTH creates actions to improve knowledge of agricultural, touristic, rural, cultural andentrepreneurship among young people and will prevent miss-match for tourism students. With this project, which was formed with 5 partners, it wasaimed to support the development of rural areas, to support lifelong learning, to increase awareness of the nationality through education and technology-based distance education model and to develop action plans in line with the European Youth Strategy.

"ObjectivesTo share our experience in the teaching of ICT in a structured way through presentations of the different partners on specific aspects such as the methodology used, the profile of the students, the evaluation of the results obtained, the difficulties; the initial and continuous evaluation of the students, the certification of the skills and knowledge acquired, the organization of the classroom and the class sessions, the technical aspects (software used, types of network used, etc.), etc. Analyze, discuss, compare these experiences, draw conclusions and disseminate the results of this process. Propose a common methodological approach. 2. To present the practices that each partner has had in different aspects of ICT teaching, such as: e-government, social networks, email, e-banking, shopping, etc. Compare, analyse achievements and difficulties, propose an updated list of basic contents, draw conclusions and disseminate the results. 3. Share experiences in teacher training: How it is structured and how it adapts to continuous changes; What are the training needs of our staff, how we detect them; Analyze, compare, discuss and propose a training model that each partner can adapt to their own circumstances.Number and type/profile of participants:Four partners: A support and social integration centre for immigrants (Belgium), an association of adult education teachers and trainers (Czech Republic), an NGO supporting regional social integration and development initiatives (Germany) and a public adult education centre (Spain).All partners have been offering digital literacy programmes to the adult population in order to avoid the risk of social exclusion, especially to disadvantaged groups and/or those who have remained outside the formal training circuits.It has been a sufficiently diverse transnational association so we have been able to share our experiences in this field and at the same time lay the foundations for a future innovation project.The partners of this project have different degrees of experience in teaching ICT and most of them also have experience in the use of technological resources in different areas of teaching and learning. However, most have not had the opportunity to learn about other models, methodological approaches and experiences in this field. This association has undoubtedly meant a change in the way each member works, as each of the models has faced other points of view, other similar experiences, and have ultimately enriched all participating institutions.The work of all through the tools of collaborative work (Google Drive) and the use of this platform by students and users, has been a factor of innovation for the members of this association. Likewise, the teachers and volunteer monitors have learned about new digital tools that have been adapted, applied and developed locally. In order to achieve the above objectives, each partner endeavoured to work in depth on an example of good practice in the field of digital literacy. Thus, in the first TTL activity, the Spanish partner presented the ""Audioguides"" project, a product elaborated by its students in the ICT initiation classes. He presented this project in detail, emphasizing the methodology used. This TTL involved not only members of the associated institutions but also adult education teachers, staff of teacher training institutions and representatives of the educational administration at the level of the province of Cadiz. In addition, in the workshop held within the framework of this TTL, the European participants not only learned step by step how the Spanish partner works teaching ICT, but also learned in the field how the ""Audioguide"" project had been carried out and complemented it by translating into their respective languages and recording the audios to extend the final product of an audioguided route through the town of Ubrique. This way of working by projects, involving the students in the elaboration of a useful and significant final product had a great impact since the three partners later developed different ideas as a result of what they learned in this TTL. In the second TTL, it was the other three partners who presented their examples of good practices: the partner from the Czech Republic presented an example of good practices on integrative methodology; the Belgian partner showed us its method of individualized attention (DigiLabo) and in the workshop prepared by the German and Belgian partners, they presented us with a technique (Personae) to better know the profile of the user/student."

In LiveElearn project we envisaged trainers currently teaching to adults and senior learners to incorporate in their courses and educational activities information and communication technologies (ICT). The motivation was originated because the most common way of teaching ICT is by tool-centered courses, using computer or internet services, practicing exercises or examples offered by ICT-trainers. This is the traditional way of teaching ICT. It is very convenient on beginners, but as students becomes more competent, it is more convenient to teach ICT as something they use, enjoy, share and allow to create networks; this is the most challenging, and also beneficial, that is why the project is called “Live eLearn”, where electronic-mediated learning could be promoted to keep learning other courses in a more experiential way.Trainers should be capable to adopt ICT to increase the impact of their courses and teaching activity no matter the topic of the course; technology and the network potentiates the acquisitions of digital competences from a very integrated and practical way. By this way of adopting technology, adults and senior learners will keep practicing ICT to be used for activities they enjoy, sharing, co-creating, communicating and using Internet services for an intrinsic need and meaningful purpose.We aimed at extending and developing the competences of the staff involved with non-formal and informal education of senior learners through the effective use of ICT. We promote social inclusion and digital inclusion, active participation and collaboration through innovative ICT-based methods, providing tools for educators for assessment and validation of competences learnt.6 Methods about how ICT could be included on traditional courses has been produced. Each method includes 2 study cases to shoe how to do that as an example:•Learning by research; discovering and spreading•Blended learning; the best of both worlds•Digital Storytelling for creativity and teamwork•Engaging online handcraft lessons•Walky-talky lessons with digital media and physical activity features•Gamification as a teaching method in community collegesAlso, an evaluation toolkit helps learners, trainers and managers in a very different way:•Learners will know their own ICT competence level, their potentialities to improve on ICT and share their strengths with friends.•For trainers, we propose a training method based on their capacities and aims that will foster their learners’ competences.•Managers or coordinators; they will know their organisation digital level and get suggestions: new courses, methods and training activities.•As researcher, they will know how the LiveElearn assessment toolkit works.More information: https://www.liveelearn.eu

The phenomenon of unemployment among young people has emerged in the European Union, with different incidence in the different member states. But in general, the unemployment rate in the population aged 20 to 29 years is higher than the unemployment rate in the total population.In Portugal, unemployed people under the age of 30 represented in 2018, 15% of the total unemployed, with 5% being the percentage of those who were 25 years old or less. In addition to these cases are young people who have completed their education and are looking for their first job.According to Eurostat, the unemployed population between 20 and 29 years old with post-secondary education represented more than twice the average of the EU-27 in three member states that are part of the consortium for this project (Italy, Spain and Turkey, being 13.0 % the rate seen in Portugal in the same age group A relevant group in this field is made up of young people with higher education.One of the reasons that has been pointed out for this phenomenon is related to a gap between the training received and the needs of employers, so this project aims to contribute to a reduction of youth unemployment through specially developed training, corresponding to the needs of companies in the region. .Given that the issue of youth unemployment is transversal in the EU member states, this project can be developed by the consortium partners, with the same objectives and using the same methodology.The TSEMY project involves innovation as it assumes a different answer to the existing problem of unemployment. On the one hand, this new methodology leads to the production of training content that meets the needs of employers and on the other, training is a mix of training in the workplace and mentoring through a digital platform. Finally, the fact that it is tailor-made training accompanied by a motivational strategy for trainees and employers will lead to sustainable action that can be replicated in other work contexts and other member states.With regard to training areas, the project will focus on several areas of activity, namely engineering, management and information and computing technologies, where Atlântica, the leading entity, has consolidated experience.The training will be carried out in the workplace and the students and employers will be monitored through a specially developed platform for training and monitoring the trainees.The general objective of the project is to contribute to the reduction of unemployment in the population aged 20-29, unemployed and with tertiary training.The project has the following objectives:1) Develop new training programs in partnership with employers and local authorities that fit employers need in the bounds of public policies;2) To reduce unemployment among young people, aged 20-29 years, with terciary ediucation;3) To develop social-educational and personal skills, such as language skills, entrepreneurial mind-set, that contribute for a sustainable policy of employment;4) To develop specific programs that fit the needs of local employers.5) To develop a digital platform to support the trainees and employers.The project thus aims to promote and establish cooperation agreements between the project consortium, companies and the business community in order to enable the creation and training content in direct and synergistic cooperation with companies in different areas of activity.These training content will be taught through the development of an application to support training content and also direct support to trainees and employers in order to create a motivational climate for the success of the project.Finally, and after the training process, the selection of young people / candidates will be enhanced, who will be admitted as interns in the companies of the consortium doing the training in a business context;The project includes 6 partners (Atlântica, AdM, ASIE, ProEduca, CESUR and MSKU) from 6 countries (Portugal, Italy, Romania, Czech Republic Spain and Turkey) and the activities include the respective intellectual results and multiplier events (Seminars / Workshops, Final Conference): the Context Review Document (IO1), the TSEMY Training Curriculum (IO2), Digital Toolbox & Resources (IO3), the Training Guide for Trainers (IO4) and the Training Guide for Capacity Building Unemployed Youth (IO5).