"NEw TOOls for Learning in Adult age - NEver TOO LAte is a 27-month project (October 2019-December 2021). The project is developed in 6 European countries: IT-GR-ES-PT-A-D. These are Countries affected by: general progressive impoverishment due to economic-socio-cultural crises occurred over time; political issues related to the lack of measures in favor of processes of integration and inclusion of people in marginal or deprived conditions; high unemployment rate mostly affecting young people, women and people poorly or at all qualified; incoming strong migration flows from countries afflicted by poverty and conflict.The priority addressed is social inclusion. In particular, the project aims to:a) develop tools to encourage young people and adults with poor or no schooling, EU and non-EU citizens, to improve and/or develop their functional lityeracy, numeracy and digital skills; to increase the ability to learn how to learn; to improve social and citizenship skills, such as the ability to act as responsible citizens and to participate fully in civic and social life. The project aims to involve 200 young people aged 16-30 with a particular focus on: poorly or not literate adults with a high risk of socio-cultural marginalization and with limited access to citizenship rights; applicants/holders of international protection; women at risk of exclusion and/or victims of trafficking and sexual/labor exploitation, beneficiaries of protection measures; unaccompanied foreign minors no longer subject to compulsory schooling (over 16); young and adults of Roma ethnicity, both male and female.b) provide methodological tools to 80 professionals in basic education and citizenship for adults, identified by partners among trainers, educators, teachers, cultural linguistic mediators.I partner sono:Legal entities participating in NEver TOO LAte are representative of 6 European countries: Italy, Greece,Germany Austria, Spain and Portugal. Project coordinator is Dedalus (IT), a social cooperative actively engaged in the promotion of inclusive services and paths targeting minors, young people and adults, both EU and foreign.The partners are:• STUDIO ERRESSE (IT) cooperative company expert in monitoring, evaluation and consultancy for third sector entities; and research, orientation and skill assessment;• DAFNI KEK (GR) institutions with strong experience in educational activities, particularly in digital skills learning, life skills and soft skills;• TEI WEST (GR) institution expert in the design of innovative digital technologies for learning;• VHS CHAM (D) involved in training for women (migrants and refugees) especially in the field of digital and linguistic skills development (English, German);• VHS WIEN (A) institution working in the field of professional training and social research;• CLUBE (PT) non-profit organization operating in Portugal in the fields of youth, education, training and employment;• UHU (ES) public university in Huelva which manages Erasmus + mobility projects for students and professors and participates in several Erasmus Mundus projects.The Macro phases of the project are:• PREPARATION AND IMPLEMENTATION (Lead partner DEDALUS)• MONITORING AND EVALUATION (Lead partner Studio Erresse and VHC Wien)• DISSEMINATION (Lead partner VHS CHAM).• COMMUNICATION (Lead partner STUDIO ERRESSE)4 Multiplier events are planned in 4 of the partner countries (Spain, Greece, Germany, Italy), to disseminate intellectual property and Recommendations.To achieve its goals, NEver Too LAte will produce 3 Intellectual outputs:a Comparative Research, with the analysis of methodologies and positive experiences in partner countries (Italy, Germany, Portugal, Spain, Austria, Greece) in the the project field of interest; a ‘MyDigital FlipBooks’ Multimedia Library for the use of professionals, to support young people and vulnerable adults in lifelong learning paths; a Basic Learning Platform compatible with all digital devices and aimed at motivating young people and adults to complete learning paths to basic and citizenship skills.Expected outcomes are:- increased number of adults and young people, EU and not-EU, with poor or no schooling, motivated to develop/improve functional literacy, numeracy, digital, social and citizenship skills according to their social inclusion needs and aspiration.- improved abilities of professionals, in motivating the project target groups to learn and enhance their skills.- effective ""awareness, orientation, and motivation to learn"" strategies implemented at the community level, for the benefit of particularly vulnerable non-literate people"

<< Objectives >>1- knowledge and dissemination of common European roots in the artistic and cultural fields and the enhancement of diversity and contamination2- collaboration between entities and people from different countries3- increase in knowledge and use of digital tools 4 - the enhancement of informal experiences in the creation of inclusive and useful school paths for the development of soft skills<< Implementation >>1- joint study path of the monuments of the two countries and involvement of groups composed by students from Italy and Slovakia2- elaboration of a digital exhibition that collects students's research work3- collaboration and mutual knowledge activities between the teachers of the two countries involved in the project4 - monitoring the activities and learning outcomes of staff and students<< Results >>1 - publication of a digital exhibition that can be used, disseminated and advertised also among local networks2 - creation and consolidation of a transnational network and internationalization of the two schools3 - a generation of teachers and learners open to digital, inclusive and informal teaching4 - a generation of teachers and learners aware of their European identity5 - elaboration of a replicable design scheme

<< Objectives >>Through the exchange of good practices between ES, PT and IT, Rural Creative Labs aims to increase the sense of initiative, entrepreneurship mindset and digital competence in young adult population living in rural areas by investing in the capacity building of adult facilitators and creating transnational opportunities for learners at European level. We want to fight depopulation and the lack of accessibility of high-quality learning opportunities for young adults living in rural areas.<< Implementation >>We are going to organize (1) transnational mobilities for the partner organizations and adult educators and (2) local/transnational bootcamps for adult learners. The aim is (1) to boost the European networking and exchange of good practices among organizations and adult educators from IT, ES and PT; and (2) to test innovative tools with adult learners in local bootcamps and allow them to share their ideas in a transnational learning mobility, exploring the rural context in Portugal.<< Results >>With this project, we are promoting the capacity-building of organizations to work on a transnational level and increasing the quality of the learning opportunities offered to young adult learners living in rural areas regarding digital/soft skills and entrepreneurship training. Bringing Europe to the local level and opening the mindset of adult educators and learners, we will dynamize these rural regions and create a toolkit with the tools explored for further rural regions to replicate.

"<< Background >>During the 2012 United Nations Conference on Sustainable Development (Rio+20, Member States agreed to launch a process to develop a set of sustainable development goals (SDGs) to succeed the Millennium Development Goals (MDGs). The SDGs are to address all three dimensions of sustainable development (environmental, economic and social) and be coherent with and integrated into the United Nations global development agenda. Disability is referenced in various parts of the SDGs and specifically in parts related to education, growth and employment, inequality, accessibility of human settlements, as well as data collection and monitoring of the SDGs, for instance:●Goal 4 on inclusive and equitable quality education and promotion of life-long learning opportunities for all focuses on eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. In addition, the proposal calls for building and upgrading education facilities that are child, disability and gender sensitive and also provide safe, non-violent, inclusive and effective learning environments for all.●In Goal 8: to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all, the international community aims to achieve full and productive employment and decent work for all women and men, including for persons with disabilities, and equal pay for work of equal value.●Closely linked is Goal 10, which strives to reduce inequality within and among countries by empowering and promoting the social, economic and political inclusion of all, including persons with disabilities.●Goal 11 would work to make cities and human settlements inclusive, safe and sustainable. To realize this goal, Member States are called upon to provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, such as persons with disabilities. In addition, the proposal calls for providing universal access to safe, inclusive and accessible, green and public spaces, particularly for persons with disabilities.●Goal 17 stresses that in order to strengthen the means of implementation and revitalize the global partnership for sustainable development, the collection of data and monitoring and accountability of the SDGs are crucial. Member States are called upon to enhance capacity-building support to developing countries, including least developed countries (LDCs) and small island developing states (SIDS), which would significantly increase the availability of high-quality, timely and reliable data that is also disaggregated by disability.This Erasmus+ proposal ""Young People and SDGs"" aims at contributing to the awareness of young people about Sustainable Development Goals and the promotion of inclusion of people with disabilities, PWD, and it will be done promoting an active dialogue among EU young people with and without disabilities, building future active and aware citizens of the EU.<< Objectives >>The project will provide tools for young people for young people with and without disabilities to participate in, and contribute to the change of the society by promoting the 17 Sustainable Development Goals (SDGs), as well as acquire the skills and abilities needed to lead European initiatives. In addition, it will provide support and contribute to the training of youth workers to support these young people in their leadership, foster their inclusion and learning through the provision of non-formal educational materials. Specific Objectives-SO1: to promote an active citizenship, engagement and participation of young people by promoting a dialogue on the 17 SDGs regarding an effective inclusion of PWD. - SO2: to enable young people to play an active role in the community and the environment at local, European and international level.<< Implementation >>The project has been structured in such a way that the project results lead to the achievement of the above-mentioned objectives: -SO1: to promote an active citizenship, engagement and participation of young people by promoting a dialogue on the 17 SDGs regarding an effective inclusion of PWD. - SO2: to enable young people to play an active role in the community and the environment at local, European and international level.This objective is implemented through: R1:Phase 1: The research phase will exchange knowledge, methodologies, good practices on non-formal educational activities that foster youth participation and engagement, including those focused on promoting the development and promotion of the SDGs. Phase 2: The guide will be used as a basis for the implementation, by other stakeholders, of activities that foster the participation of young people with and without disabilities, in particular those aimed at advancing the SDGs.Phase 3: The course will train 70 youth workers in activities that support youth participation and engagement. These workers will develop their skills both professionally and personally in order to be able to implement the methodologies learned in different environments and spaces. Phase 4: In the training course for youth workers, they acquire the needed knowledge on SDGs and non-formal educational activities to boost the participation of young people with disabilities and fewer opportunities in cultural, educational activities etc.R2: Phase 1: youth workers will acquire the required skills to promote youth participation and awareness of the SDGs.Phase 2: Youth participants with disabilities and fewer opportunities are involved in the creation of educational materials on the SDGs. These young people will be able to share their work with the community in a way that raises awareness and generates dialogue around the SDGs. They will be responsible for the creation of SDG education materials.Phase 3: The young people will be able to discuss and interact with their peers from other countries on the materials they have created, generating an exchange of ideas, activities and different opinions. In addition, all partners will widely disseminate and promote the project results through: the production of the R1 to foster the multiplier effects of the project and ensure the transfer of the model; the organisation of multiplier events at local level and dissemination activities during the whole duration of the project at local and national level through online media channels (social networks, website, etc.) and the involvement of stakeholders.<< Results >>The main outputs of the project consist of 3 outcomes (R): R1 (M1-M3):Accessible and targeted online toolkit for YDs to empower all young people with disabilities through the SDGs. This toolkit will start with the research of non-formal educational activities, methodologies and documentation related to the implementation of youth activities for the development of the SDGs, as well as the collection of good practices in partner countries of youth activities for persons with and without disabilities. R2 (M4-M9): Training for youth workers on accessible activities for youth with and without disabilities through the SDGs. Following the research, an online awareness-raising training course will be developed on the importance of implementing these SDGs in society and involving young people in participating in youth activities, collaborating in the development of these SDGs. In addition, it will inform about good practices of youth activities so that the YTs acquire knowledge, competences and skills to work with young people as well as the inclusion of PCD's. The content of the course will be the following: SDGs and PCD: European context, definition and data on the need for inclusion and participation of young people with and without disabilities. Good practices on participation of young people with and without disabilities in activities for the implementation of SDGs. Methods and guidelines on how to ensure accessibility and inclusion in youth activities through non-formal education accessible to young people with disabilities (YPD) through the SDGs. This guide will focus on promoting the SDGs including: How to create workshops, activities, leaflets, posters, theatrical performances and short videos that promote the 17 SDGs; How to create short videos that promote the 17 SDGs; Practical trainings (eco-friendly, hygiene products, recycling and reuse); Events organised for YCD in our communities; Photo exhibitions to promote the need to collaborate for the 17 SDGs; Selection of ambassadors for the 17 SDGs + awareness raising campaigns. R2: (M10-M18) Pilot action: Implementation of activities for the promotion of the SDGs, targeting YTs: YTs, after the completion of the course, will be encouraged to apply the knowledge and practices learned through the production of accessible and short videos, photo exhibitions, events promoting the 17 SDGs for the inclusion of JCD. Tasks: 1. A practical workshop on how to carry out these activities will be conducted and will contain: Making videos with devices: tablet and mobile; Good editing with accessible and free tools; Marketing in RRSS to disseminate videos and posters; How to ensure accessibility with non-professional tools: basic rules. 2: Co-creation of videos: each country / TJ will include 6 young people with and without disabilities.3: Online competition. Task 4: Presentation: the first 3 winners will present the videos during the final dissemination event. By the end of the project, we expect to have produced two high quality tools that will be used by TJ, trainers and members of each partner working on inclusion for people with fewer opportunities. These tools will be interactive and entertaining, but also easy to use.Outputs will include: - brochures, posters, theatrical performances and short videos promoting the 17 SDGs- practical trainings (eco-friendly, hygiene products, recycling and reuse)- events organised for young people with fewer opportunities in our communities- photo exhibitions to promote the need to collaborate for the 17 SDGs- Selection of ambassadors for the 17 SDGs + awareness-raising campaigns"

ASSET´s goal is twofold: first, to create a sustainable and scalable ecosystem including all energy transition and education stakeholders: a) Companies from the energy sector, b) Universities and training actors, c) Authorities and policy makers and d) Society so as to enable a) continuous bottom up creation of research, innovation and educational (RIE) services and b) capacity pooling. By “service” we mean any research, innovation and educational relevant service that can be developed by the educational actors and delivered to the energy sector businesses and society at large. ASSET will also involve actors that can contribute to fuel interdisciplinary research combining SSH disciplines and capable of reaching out to the society to create the new generation of energy-sensitive citizens that are part of the energy transition mission. And second, to deliver the framework and means for continuous collaborative definition of the knowledge-competencies-skills required for the energy transition and for continuous resource pooling to efficiently educate/train large numbers of people in diverse and interdisciplinary topics and carry out research and innovation activities. The implementation of the ASSET approach will take place in 3 phases: 1) Ecosystem set-up with relevant actors to identify the knowledge, skill and competencies gaps in the addressed fields in order to design appropriate RIE services to close the gap. 2) RIE service development: Educational actors, based on the specifications of KSC gaps and on the results of the ASSET SSH research, will define the services (educational and research programme) that meet the specified needs. 3) Evaluation: ASSET delivers the developed RIE services to the targeted actors across EU universities, across companies from the energy sector and across EU societies. The aim is to collect feedback so as a) to refine ASSET offerings and b) define concrete ASSET sustainability plans