<< Objectives >>The main priority of the project is training the trainers, strengthen their capacity and improving their skills and abilities to promote entrepreneurship programmes with a social dimension based on the Sustainable Development Goals. The SDGs are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including those related to poverty, inequality, climate change, environmental degradation, peace and justice.<< Implementation >>- Planification- Preparation- Implementation- Evaluation- Dissemination<< Results >>- A training toolkit for trainers on how to design social entrepreneurial itineraries for entrepreneurs- A set of resources and practical activities based on Project Based Learning methodology with specific guidelines for use in promoting social entrepreneurship based on the DGSs- A set of new entreprenesaurial ideas to solve common challenges through innovation social entrepreneurship- A Final report of conclusions and recommendations to be t

Demographic aging is one of the most serious challenges for Europe. The scale of this phenomenon and limitations in the access to institutional care for the elderly means that a rapid, professional and integrated on a European scale the development of informal care services is necessary. Currently, about 60% of carers of the elderly are the closest family. These carers, while providing home care, usually have their own intuition and life experience, and not proven, substantive theoretical and practical knowledge.The project HomeCare for Dependent Elderly People - Educational Path for Informal Carers - HomeCare is a response to the existing and deepening skills gap in the provision of home care for the elderly by adults from their close environment.The aim of the project is to strengthen the care skills (knowledge and skills) of adults-informal carers in home care over dependent older people and provide professional, personalized and relationship-based home care educational path for informal carers of elderly people.As part of the HomeCare project, two key results will be created:-The Training Pathway for Home Care for the Elderly for Informal Carers, which assumes a holistic approach to the issue of caring for an elderly dependent at home, i.e. provides basic knowledge and skills in caring and proactive approach to aging.-Open online course for Informal Carers of Older People at Home (MOOC), which is intended to equip adults with necessary competences (knowledge and skills) to act as carers for dependent elderly people.An adult-homecare carer will get open, universal access to a modular course that develops the care skills of older people through informal learning. Professionalizing the services of informal carers will complement and support the institutional care system for the elderly at their place of residence and in a more individualized way, which is particularly important and needed in the context of demographic forecasts.

"In the last decades we have seen a transformation of our reality, each day more and more influenced and linked to the digital world. No one doubts that we are experiencing a profound change that, supported by new technologies in a massive way, offers us great opportunities and challenges. We could say that mobile devices and the internet have been the two key elements that - as the printing appearance caused, or later other mass media, such as radio or television - reaches absolutely all the spheres of our lives: communication, information, entertainment, commerce, the provision of education, health and government services, and the production systems themselves. These elements not only provide new tools, but influence our position in the world, in our role as citizens. As the Coalition for Digital Skills and Job Coalition recently pointed out, one of the most pressing priorities that stands out at the EU level is the need to develop Digital Competencies for all, that is ""to develop the digital skills to ensure that all citizens are active in our digital society."" The project aims to contribute to the provision of competences of digital citizenship in adults, understood as “The ability to use digital technology and media in safe, responsible and effective ways”. But also to contribute to: - Increasing awareness among the adult audience on the current meaning of Citizenship and Digital Citizenship. - Empowering adult population to actively participate in the Digital Society. - Reducing the digital divide and improvement of digital inclusion levels for adults.Active participation of the target groups (adults and their trainers) in various phases and activities allowed the development of the two main products. In total, 42 professionals working in adult education, and 84 adult people participated in the design, validation and testing of the project's products, being 50 the number of participants in the national events organized by all partners.This participation was a key factor to test and adopt improvements to the final products, which include:- A training itinerary that, based on the European DIGCOMP framework, allows any interested entity or professional to design their own actions for the training of digital citizens.- A training course in Digital Competencies for Active Citizenship addressed to adults who want to improve their skills to exercise an active and effective digital citizenship. The training was designed taking into account the areas included in the DIGCOMP: Information and data literacy; Communication and collaboration; Digital content creation; Safety; and Problem solving. Likewise, the 21 competences defined by this reference framework are included.Some of the main achievements of this product are its pedagogical approach and its technical development. The approach of the DQ Skills course includes:- The use of a Moodle platform, configured to respond both in access via PC, as well as via mobile or tablet.- The generation of content in SCORM format (using Adobe Captivate) for the basic level, since it facilitates its viewing, as it is reproduced automatically, with very basic technical knowledge needs by the user.- The development of content for the intermediate and advanced levels based on assigments/challenges approach, in order to motivate the students with the highest level of knowledge.- The mainly practical approach of the content, introduced with clear link and relation to the areas of leisure, social life, business transactions, learning, employment, citizenship, and well-being. This is an essential aspect both from the point of view of the andragogic approach of the course, and with respect to the ultimate goal of training, that is, to provide digital skills for active citizenship.Finally, we outline the fact that the products are available through the project website (www.dq-skills.eu) in 5 languages ​​(English, Spanish, Greek, Romanian and Polish) which facilitates its use by users, and an easy update of content (key aspect taking into account the content topics)."

"<< Background >>The world is facing an unprecedented pandemic that, among its many consequences, has brought with it a new way of understanding learning. COVID19 has disrupted the way we live, the way we relate to each other, and of course the way we learn. Teachers and trainers have been forced to stop face-to-face learning, adopting emergency solutions associated with digital transformation in order to continue offering alternatives that allow them to continue training students remotely. Obviously, online training was not unknown, but the circumstances of the pandemic have made it an indispensable element.Confinement and its consequences for training have had a greater impact specially among the groups of trainers of vulnerable groups such as trainers of migrant people, that have had to face a double handicap because adult migrant education, have to prepare adult migrants for effective integration in the hosting societies. The offer of training programs and socio- labour insertion for groups of migrant and vulnerable people, are offered practically 99% face-to-face, which represents a huge challenge for trainers, who are aware that they will have to adapt their methodological approaches to possible new periods of confinement or the application of restrictive measures of another type that hinder this face-to-face learning.So that, the main goal of Flipped DTs is to redefine the role of the trainers of these disadvantaged collectives by turning trainers into drivers of innovation, enabling them to create and to adapt new methodological approaches as tools of social isolation and drawing the future of the training system according to a hybrid learning combining the synchronous and asynchronous dimensions. For this reason, the project is focused on giving a creative solution to the challenges that the current crisis is bringing to the trainers of the most vulnerable groups, such as migrant people in situations of social vulnerability, answering comprehensively to the new educational needs arising as a result of the pandemic, through the application of a new methodological approach, based on the potential of Flipped Learning and the appropriate use of digital tools that allow the reinforcement of communication, collaborative learning and emotional engagement of students.<< Objectives >>The project addresses to adapt teaching methodologies to a mixed context. that allows the promotion of innovative methods and tools for teaching and training for the improvement of lifelong learning as well as to increase quality and recognition of teaching through innovative pedagogies as blended/ flipped learning that could play a pivotal role in increasing equality and inclusiveness in adult training. Digital technology should be integrated into the training system ensuring an appropriate mix of digital and face-to-face learning experiences.To respond to these needs, we will create the Flipped DTs training toolkit, a Toolkit of open educational resources designed so that trainers can successfully integrate the Flipped Learning methodology in the planning and development of their new training programs. Flipped Dts is an opportunity for trainers to organize their teaching differently and to interact with students on a more personalized basis, focusing on their specific needs. Because responding to the challenges of adapting training programs for vulnerable migrants to the new reality imposed by the pandemic can only be guaranteed by training and giving a new role to trainers.Trainers must acquire new digital and personal skills that allow them to adopt flexible and creative methodological approaches that help them develop and combine synchronous and asynchronous learning solutions. Hence, our main project objectives are:Objective 1. The trainers of these groups are more than trainers, they are drivers. They are a key model in the process of social and labour integration of the group. Many times, their only link with the host society. Therefore, the first objective is to deliver inclusive education through blended approach.Objective 2. The pandemic has shown that there is no digital inclusion without social inclusion. Vulnerable people are less likely to participate in online learning. Minimizing the risks that the trainer faces with these groups in terms of disconnection through the implementation of an innovative methodological approach is another of the main objectives of the project. Trainers must face the challenge of having the resources to continue to address the ""emotional literacy"" of the collectiveObjective 3. Equipping trainers with the necessary tools to implement a training offer that allows to alternate and combine synchronous with asynchronous phases, leads us to support a flipped classroom model that allows trainers to become creators of digital content, at the same time in managers of experiences and dynamics face to face.Objective 4. Designing a set of open educational resources that train trainers to become the driving force behind this great educational challenge that must be applied to the trainers of vulnerable groups in the post-Covid era.Objective 5. Develop a training Toolkit that can be used by any trainer who must face the challenge of adapting the training of these vulnerable groups.Objective 6. Teach how to use technologies for humanizing and maintaining the engagement of this new training model, helping teachers to reach level B1 of 5.2. competence ""Identification of needs and technological responses"", from Area 5. Resolution of problems of the Reference Framework of Teaching Digital Competence, enabling them to:•Search, identify, filter, evaluate and select digital tools and resources to later apply them in the classroom in order to effectively manage teaching activities.•Diagnose the degree of development of the students' digital competences and based on this, develop online activities.Objective 7. To become these trainers into the new generation of Flipped Digital teachers/ trainers for the new post pandemic era.<< Implementation >>The project is designed to be be implemented on the basis of 4 main phases: preparation, implementation, evaluation and dissemination. We are going to develop a wide range of transversal activities such as the global coordination of the project, dissemination or evaluation, which are going to be developed in conjunction with the implementation of the intellectual products that are the concrete results that we are going to obtain with the development of the Project.During the preparation of the project application, partners shared a first distribution of tasks according with their specific competences and experience. All the project work can be summarized in the following activities:PREPARATION PHASEA1: Partnership building activities: transnational meetings. A2: Building Project Management Team [PMT]A3: Monthly Skype meetings of the consortium PMT A4: Preparing Project WebsiteA5: Deployment of sustainability strategyIMPLEMENTATION PHASEA6: IO1 - FLIPPED DTs Toolkit development A7: FLIPPED DTs Toolkit testingA8: FLIPPED DTs Toolkit final version elaboration.MONITORING AND EVALUATION PHASEA9: Ongoing evaluationDISSEMINATION PHASEA10: Social media campaignA11: Communication and dissemination activitiesA12: National dissemination activities, including multiplier events.<< Results >>The main result of the project is the Flipped DTs Toolkit, a set of open educational resources, focused on training the trainers by creating a new generation of Flipped teachers and Flipped learners.The Toolkit will include:1. A training course aimed at trainers, that provides them with the skills that allows them to learn how to combine the traditional offline classroom with online teaching and activities. Trainers have to assume that, in the best of cases, face-to-face activities are going to play a secondary role at least for the duration of the pandemic. For this reason, the project will offer a training course on a methodology that has been successfully applied in the school and university environment, the Flipped classroom, which involves a combination of synchronous and asynchronous dimensions in the learning process. The objective of the course will be to train teachers how to use and adapt the Flipped learning methodology in the design and delivery of programs specifically designed for migrant people in situations of social vulnerability, as well as teaching them to use digital tools to get the most out of the training process while maintaining the engagement of groups like these, which in many cases have the essential technical means.2. A Set of Taining Video Pills showing how to use mobile resources and social networks to organize the online part of these programs.3. An interactive Catalogue of Good Practices that illustrates the successful application of this methodology in adult training environments, identifying the aspects of success and indicating how to transfer them and adapt them to concrete examples with the group. The mapping of best practices will reflect this diversity and ensure a strong European learning dimension in multiple languages accessible to educators and teachers.Finally, all the partners involved in the project will:• Create an innovative toolkit which will strengthen their positions in European level.• Ensure wide reach and use of creative teaching methodologies based on Flipped Learning approach.• Expand their networks in European level.• Multiply their impact in national and European level.There will also some other results, not listed under the Intellectual Outputs or Multiplier Events, but necessary to guarantee the correct implementation. Those are:1. Bilateral agreements between the partners and coordinator2. The Management Agreement Protocol that will establish the operational rules, problem solving and risks management mechanisms. It will be attached to the contracts as an annex.3. Agendas and Minutes of the Transnational Meetings.4. Intellectual Property Rights Agreement (IPRA). to be signed by partners to define the rights of use and the intellectual property of the results. In line with the objectives of the ERASMUS+ programme of promoting the development of Open Education Resources (OER), the results of the project will be free of use.6. Financial and Administrative Reports.7. Quality Management Plan.8. Evaluation reports, with the results of the internal assessment process and integrating the external evaluator reports.9. Dissemination Strategy, already defined by partners, to be deployed immediately after the project start."

The world is facing an unprecedented pandemic that, among its many consequences, has brought with it a new way of understanding learning. COVID19 has disrupted the way we live, the way we relate to each other, and of course the way we learn. Teachers and trainers have been forced to stop face-to-face learning, adopting emergency solutions associated with digital transformation in order to continue offering alternatives that allow them to continue training students remotely. Obviously, online training was not unknown, but the circumstances of the pandemic have made it an indispensable element.Confinement and its consequences for training have had a greater impact specially among the groups of trainers of vulnerable groups such as trainers of migrant people, that have had to face a double handicap because adult migrant education, have to prepare adult migrants for effective integration in the hosting societies. The offer of training programs and socio-labour insertion for groups of migrant and vulnerable people, are offered practically 99% face-to-face, which represents a huge challenge for trainers, who are aware that they will have to adapt their methodological approaches to possible new periods of confinement or the application of restrictive measures of another type that hinder this face-to-face learning. So that, the main goal of Flipped DTs is to redefine the role of the trainers of these disadvantaged collectives by turning trainers into drivers of innovation, enabling them to create and to adapt new methodological approaches as tools of social isolation and drawing the future of the training system according to a hybrid learning combining the synchronous and asynchronous dimensions. For this reason, the project is focused on giving a creative solution to the challenges that the current crisis is bringing to the trainers of the most vulnerable groups, such as migrant people in situations of social vulnerability, answering comprehensively to the new educational needs arising as a result of the pandemic, through the application of a new methodological approach, based on the potential of Flipped Learning and the appropriate use of digital tools that allow the reinforcement of communication, collaborative learning and emotional engagement of students. The project addresses to adapt teaching methodologies to a mixed context. that allows the promotion of innovative methods and tools for teaching and training for the improvement of lifelong learning as well as to increase quality and recognition of teaching through innovative pedagogies as blended/ flipped learning that could play a pivotal role in increasing equality and inclusiveness in adult training. Digital technology should be integrated into the training system ensuring an appropriate mix of digital and face-to-face learning experiences. To respond to these needs, we will create the Flipped DTs training toolkit, a Toolkit of open educational resources designed so that trainers can successfully integrate the Flipped Learning methodology in the planning and development of their new training programs . Flipped Dts is an opportunity for trainers to organise their teaching differently and to interact with students on a more personalised basis, focusing on their specific needs. Because responding to the challenges of adapting training programs for vulnerable migrants to the new reality imposed by the pandemic can only be guaranteed by training and giving a new role to trainers.