<< Background >>As the most respected organisation in the ecosystem of coaching, ICF defines coaching as “partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential.”Prior to the pandemic, the market was mostly tilted towards offering services in an offline format, with clients meeting their coach in their practice or by going for a walk together. Once the current macro-situation changed, coaches were faced with the decision of adapting fast or recognizing that they will lose their income. The effects of the pandemic were felt across the world. The proportion reporting one or more income and employment effects ranged from 71% in Asia and the Middle East and Africa to 62% in North America. Temporary business closures were reported by around one in five coaches in the emerging regions of Asia (21%), Eastern Europe (23%), the Middle East & Africa (20%), and Latin America and the Caribbean (19%). (ICF study COVID-19 and the Coaching Industry, 2021).The realities of lockdown and physical distancing over the past months have shown how invaluable digital skills are, with work, education and social life all happening in the digital space and with new technologies.Another result of the ICF study on the impact of COVID on coaching was that “since the pandemic, coach practitioners have adjusted their methods used to coach clients. Reflecting the nature of the pandemic, there has been a sharp decrease in coaching in person (80%). Mainly, coach practitioners have increased their use of audio-video platforms (74%).”Therefore it is necessary to increase the digital skills and competencies of coaches to allow them to better serve their clients and sustain their business; and enhance the knowledge exchange on the skills and competencies that coaches providing services online should master. The online coaching market has increased competition as many online platforms have been introduced worldwide and are providing various types of coaching in just one click. The category of coaches is not only limited to educational or corporate purposes but also certain life coaches, relationship coaches, health and fitness coaches, career coaches, entrepreneurship coaches have become a trend. (Allied Market Research, 2020)The study also notices that internal coach practitioners (including respondents who self-identified as both internal and external practitioners) when asked about the outlook for the role of coaching within their own organization said they are ”very confident” that coaching would continue to have a role over the next 6 months (46%).<< Objectives >>COACH-IT develops a user-driven, evidence-based and recognised training program, that provides those that are active as coaches, with the knowledge, skills and competencies to develop their online coaching services, while at the same time ensuring (or increasing) the quality of the intervention and taking into account the needs of their clients.<< Implementation >>A successful program must be grounded in reality, i.e. based on the needs and expectations of the target audience, and is in line with the realities of coaching in a post-pandemic and increasingly digitalized society. The PR1 Compendium & Curriculum enables the identification and analysis of the context of coaching in general and of coaching over the internet, existing practice and skills gaps, and the creation of the learning approach and objectives for the PR2 Training Programme.As previously indicated, ensuring the quality of online coaching services and making sure the clients receive the services they need requires a more formal recognition of coach skills, so that potential clients can identify those coaches who can provide quality online coaching. As a result, PR3 sets up a framework for recognizing the skills acquired, both across the participating ICF chapters, as well as for transferring this recognition on a European or even global level, not only during but even after the project lifetime. The potential transference of the COACH-IT qualification into regular coaching programs as well as other vocational training programs is considered to ensure that the COACH-IT qualification remains of high quality even in the long run.<< Results >>The main target groups are the prospective coaches and already active coaches, who will benefit from the courses developed under the project as their skills and competencies around online coaching, and the provision of online coaching services will be enhanced. The program addresses what skills are needed for online coaching, how to define your coaching presence and particularly, how to coach online in a meaningful way for the clients. This will have a strong impact on the competitiveness of coaches and their professional development. At the same time, it will allow them to be better prepared to address a broader market and increase their marketability., as they will be better adapted to the emerging trends and demands from a digitalized (post-pandemic) society.

<< Objectives >>With our project we want to: - help social inclusion, active citizenship and bridge the intergenerational gap among the two beneficiaries (population 60+ and the youth of our local communities) through their realization and participation in intergenerational activities;- support the acquisition of new skills and knowledge of both the partner organizations and the beneficiaries;- become more recognized at all levels as associations and examples of good practices;- build a new partnership<< Implementation >>We are going to implement: - 3 transnational meetings (in person) and monthly online meetings between the partner organizations to follow-up all the phases of the project implementation; - 46 local activities organized by and for the target groups;- dissemination of the results during the whole project;- project management process during the whole project;- closing and final evaluation.<< Results >>We expect to have these results: - 1 Handbook with the project results and examples of the activities implemented;- 1 websites realized by the beneficiaries during the local events; - dissemination materials; - more awareness and new solutions regarding active ageing, intergenerational integration, and active citizenship;- good practices for other associations;- a new partnership;- new skills, expertise, and knowledge for all the people involved.

"<< Background >>First, it should be stated that this project deals with vocational education in the health sector. The European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience notes with regard to digitalisation and vocational training that, in particular, improving the readiness of vocational training institutions, including vocational training teachers, is a significant focus of digitalisation, along with improving digital infrastructure.With its ""Osnabrück Declaration"", the meeting of EU education ministers also made it clear that the digitalization of vocational education ensures its future viability. With schools closed for most of the year because of the COVID-19 Pandemic, it is now clear how important it is for both teachers and students to embrace digitally-based, pedagogically-adapted online learning in a goal-oriented and qualitative manner.The lockdowns showed in all partner countries, albeit to varying degrees, that this is not the case to a sufficient extent today. This is not only a question of digital infrastructure, but evidently a question of the willingness / ability of teachers and students to master the use of digital technologies.On the other hand, the advancing digitalization of the labor market is creating new requirements in the workforce training which must also be addressed. Here, promoting the use of digital technologies in training also helps breaking down barriers regarding the subject of Care and Health 4.0 and thus ensuring the future viability of the training from two sides.The project partners noticed these challenges first-hand in their own training activities and in the cooperation and networking with other training institutions in the healthcare sector, trainees and teacher training institutions.Even though there are some digital solutions and theoretical studies existing today, they do not address the full scope of the issues at hand. If one looks at the practice regarding continuous processes, the above-mentioned deficits can be easily identified.This was the reason to come together in a conversation during preparation, to exchange ideas and to let them flow into a project concept.Cross-border cooperation makes it possible to implement different solutions from various education systems, to exchange positive results but also negative experiences and wrong turns from different stages of development and to draw conclusions from them, to generalize them and to regionalize them again at a higher level. Therefore, the project partners submit this application.<< Objectives >>The explicit goal is to jointly create a bridge by the end of the project, which will span from existing content and recommendations to active use in vocational schools. This bridge is to be built using special tools and training courses (see educational products / results 1-3) for vocational training in the healthcare sector.Objectives of the project: Providing tried and tested educational products (see item results) by the end of the project for the target groups (direct: teachers / trainers / learners / decision-makers from vocational training institutions; indirect: further training institutions, practical partners in vocational training, educational departments of municipal and regional institutions and ministries) to create prerequisites, so:• the target groups can be enabled to use digital applications,• the target group of teachers can be motivated by educational / individual added value (including insight into the necessity of digitalization),• an effortless handling of a learning management system can be assured.These goals require reaching a higher, very specific objective of the project work - the achievement of positive learning results for the participants in the blended learning course (LTTA) as a feature of qualitative and goal-oriented work.The achievement of goals is measured and documented gradually by the quality of the educational products provided and the results of the target group after working with said educational products. The quality to be achieved is defined by quality criteria, which are used for verification. The educational products (EP) consist of an interactive, dialogue-based and recommendation-generating application (EP 1), a training module to increase willingness to use digital technologies and methods of teaching (EP 2) and a blended learning course on EP 1 (curriculum, workshop guide, parts practical implementation of what has been learned- EP 3).An important criterion is the practicability of the developed educational products and their effect in practice. In this respect, a work objective for the project staff, including intermediate results reflected in practice (partial implementation, reviews of the direct target groups), must be documented in a qualified manner in order to draw appropriate conclusions or define intervention strategies.Another goal of the project partners is to generate knowledge and understanding of the interrelationships, processes, and responsibilities for vocational training in the partner countries based on successful cooperation.Such project cooperation also promotes awareness and pride that the country is a member of the EU and that successful pan-European approaches have been found.<< Implementation >>The project includes product developments and their implementation, quality assurance activities and, most importantly, management at project and project partner level. For the individual work packages, working groups are formed under the direction of a project partner, which carry out the activities according to a working group-specific detailed plan.The required activities for the development of the educational product 1 (interactive, dialogue-based and recommendation-generating application) will consist of the following working aspects.Information will be collected (target group inputs, existing usable content, etc.), analyzes carried out, conclusions drawn and a development concept elaborated, which amongst other things, leads to a specification sheet for the development of the educational project.A functional requirements document is generated from this specification sheet in cooperation with the IT specialists, the content of which becomes part of the quality assurance plan.The developed product is subjected to an internal test (alpha testing) with selected testers (representatives of the target groups), the results of which are included in the refinement process, both in terms of content and programming.After the refinement process has been completed, broad beta testing is carried out and the educational product is used in the LTTA. The feedback is used for final refinement, optimization and provision. This working group is headed by ThAEP e.V.The educational product 2 “Training module to promote the willingness to use digital technologies and methods of teaching” is based on the methodological and content-related experience of the employees involved and follows training principles of self-motivation.Instruments such as the value manager are implemented digitally at this level and a module for determining the individual value system, the influence of external conditions affecting the person and the personal benefit of actions are integrated.With the help of these instruments, new personal goals can be identified and thus effective self-motivation can be achieved. The module is implemented as a digital self-learning module.The created educational product will also undergo an alpha and beta test and corresponding refinements will be implemented based on the received feedback. This working group is headed by the Jagiellonian University.The educational product 3 represents a blended learning course for dealing with the educational product 1. In addition to this self-learning module for preparation, it contains workshops on questions, contributions, and discussions as well as a practical implementation of a selected content, which will be presented and further discussed.After completion of the project, it is planned for all three educational products to be integrated into the training of the corresponding teacher of the respective responsible structures of the partner countries. This working group is headed by the Promimpresa SRL.The quality assurance activities will be carried out with the aforementioned criteria and test methods, as well as documents such as the specification sheet for educational product 1.Monitoring will be carried out along the critical path defined jointly at the beginning of the work. The frequency corresponds to the measuring points of the critical path along the time axis.Since the language, structure of the educational units as well as the media and event landscape are country-specific, the dissemination activities will be carried out based on a pre-defined concept and are in the hands of the respective partners. The overall concept therefore contains, as stated, sub-concepts and joint work in terms of web presence and English-language publications for the stake-holder meetings.A detailed plan for the implementation activities from the viewpoint of the overall project is attached.<< Results >>As a result of the project work, product results and manifested results in the mind of the participants will be achieved.This is an increase in knowledge, newly identified goals to encourage motivation and a new openness to changes, which subsequently lead to long term behavioral changes, as is intended by the project.The educational products (EP) will be an interactive, dialogue-based and recommendation-generating application (EP 1), a training module to promote the willingness to use digital technologies and methods of teaching (EP 2) and a blended learning course EP 3 for EP 1 (curriculum, workshop guide, practical implementations of what has been learned) as a result from the project work.The educational product 1 is an instrument for determining the position of the individual and the vocational school.In the following areas below, the vocational school-specific or individual current status is entered along the necessary steps to establish a technical infrastructure, the framework conditions (which can and cannot be influenced) and qualifications/competences with regard to the use of digital technologies and teaching forms/classroom management of the teachers. An analysis module compares the entered current status with a predefined target status and identifies interdependencies between the areas that are conducive or obstructive.Based on this, recommendations for action are issued.Accordingly, the application consists of an input section, an analysis module, an information unit and a module for issuing specific recommendations.The technical infrastructure, the organizational structure, the qualifications of the teachers and the framework conditions are intended as input areas. These areas are further subdivided to achieve a meaningful representation.Educational product 2 is a training module that contains tools for determining personal values as well as benefit expectations and identifications as the basis of any motivation.The benefit components relate to the working environment of the EP user and its digitalisation components.In addition, decision-making scenarios are shown and brought up. As a result of the training, an openness to change, rethinking of the status quo, new pedagogical approaches and resulting behavior change should emerge. The module is created as an online module.The educational product 3 is a blended learning course that includes a self-study component (EP 1), online seminars as well as workshops for reflection on what has been learned, for discussion between the participants and for the selective implementation of examples such as proportionate teaching concepts and the specifics of the health professions. The course also includes a learning outcomes assessment tool."

<< Background >>Since 2020, around the world, youth employment dropped by 8,7% and it illustrates the extent of the pandemic’s economic consequences. Not only have youth suffered more the COVID consequences but young women have been hit the hardest by unemployment (11.2% for young men & 13.9% for young women by second quarter of 2020 (ILO)), while the effects in middle-income economies is double. Also, many young people, faces education and training disruption due to COVID leaving them economically inactive. In this scenario young immigrants find it even more difficult to find employment. A possible win-win solution is to start a self-employment path and set up an entrepreneurship project. In this line, cultural entrepreneurship brings the best premises to capitalize on immigrants’ cultural background and be self-employed.“Culture” and “entrepreneurship” are to some extent a similar and both are drivers of dynamic growth. Cultural entrepreneurship practice promotes the dynamic development in cultural field and it has paved the way for building a marketplace for intangible cultural relics. In the digital time, this business approach can be a profitable and sustainable cultural preservation approach for immigrant communities. Culture is one of Europe’s greatest assets, it represents a source of values, identity and a sense of belonging; but it also can contribute towards society well-being, social cohesion and inclusion. The cultural and creative sectors may also provide a stimulus for economic growth, job creation and international trade, therefore, cultural entrepreneurship holds a big potential to bring a significant societal change. In this line, immigrants are per se agents of cultural change, introducing new ideas, expertise, customs, cuisines, art and bring with them different cultural traditions and forms of expression. Cultural entrepreneurship can provide access to employment for the most vulnerable groups, such as young immigrants, and helps to elevate them from the poverty and social exclusion trap, capitalizing on their cultural capital. Therefore, preparing young immigrants to engage into cultural entrepreneurship projects and overcome the specific obstacles they might face by exchange of best practices and developing innovative tools for youth workers is the main goal of the “CULTURE: CULTural entrepreneURship Education for young immigrants” project proposal.<< Objectives >>To make a positive contribution to the young immigrants employment problems the “CULTURE: CULTural entrepreneURship Education for young immigrants” project proposes the following objectives: PO1: Exchange the best practices and further strengthen the partnership with different realities in regards to immigrant youth’ self-employment and cultural entrepreneurshipPO2: Empower young immigrants and youth workers with cultural entrepreneurship intelligence and mindset developmentPO3: Improve the knowledge of youth entities in theory and practice in cultural entrepreneurship mindset and creativity<< Implementation >>To achieve the CULTURE project objectives the following key activities are planned: WP1: PROJECT MANAGEMENT:-M1 Kick-off meeting in Lithuania-M2 Second transnational project meeting in Italy-M3 Third transnational meeting in Spain-M4 Final evaluation meeting in RomaniaWP2: LEARNING ACTIVITIES:-C1 Participatory Visit in Lithuania-C2 Participatory Visit in Italy-C3 Participatory Visit in Romania-C4 Training of trainers in Spain WP3: CREATION OF OUTPUTS-Ot1 Cultural Entrepreneurship Education Handbook-Ot2 Cultural Entrepreneurship Education Curriculum-Ot3 Cultural Entrepreneurship Learning CampaignWP4: DISSEMINATION: -E1: Multiplier Event in Lithuania -E2: Multiplier Event in Italy -E3: Multiplier Event in Spain -E4: Multiplier Event in Romania-Internal Workshops in each partner country-Consultation periods in each partner country<< Results >>By the end of CULTURE project we expect to have the following results and outcomes:INTANGIBLE RESULTS UPON COMPLETIONBy participating in the CULTURE project, our participants will not only learn about the cultural entrepreneurship and the opportunities it encompasses, when finalizing their participation in the project they will be better equipped to develop their cultural entrepreneurship projects and have a higher level of cultural entrepreneurship intelligence and mindset. By joining forces with other stakeholders interested in the topic, we will disseminate the project results and outputs among other entities and help them have a better understanding of the concept and be better equipped to prepare future cultural entrepreneurship projects.TANGIBLE RESULTS UPON COMPLETIONCULTURE will develop the following tangible Open Educational Resources:•Ot1 - CULTURE - Cultural Entrepreneurship Education Handbook for youth workers and youth organizations •Ot2 - CULTURE - Cultural Entrepreneurship Education Curriculum for youth workers and youth organizations•Ot 3 - CULTURE - Learning Campaign for young people and youth workers, youth organizations, local and regional youth authorities, etc.•C1 – CULTURE – Participatory Visit in Lithuania to learn and transfer their country specific best practices on cultural entrepreneurship•C2 – CULTURE – Participatory Visit in Italy to learn and transfer their country specific best practices on young immigrants self-employment projects•C3 – CULTURE – Participatory Visit in Romania to learn and transfer their country specific best practices on cultural entrepreneurship•C4 – CULTURE – Training of Trainers course in Stain to test and asses the Ot1 & Ot2, and learn and transfer the Spanish best practices on young immigrants self-employment projectsThese tangible and intangible results will be disseminated with the project target group as well as other interested and relevant external stakeholders through the 4 Multiplier Events in each partner country and other forms of communication and dissemination.

<< Background >>The project seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions and is being developed against a background of unprecedented challenges and opportunities facing the world such increasing globalisation in order to end stereotypes. Our goal is for adults to understand the stereotypes that can lead to discrimination, improving the availability of high-quality learning opportunities for adults at the same time that will help the inclusion and diversity in all fields of education, training, youth and sports. In this interconnected world increasingly globalised, most people come into contact frequently with people of other cultures and from other parts of the world, are affected by events in other countries, have multiple global relationships (at work, in business, socially, through family ties, travel etc.), and will have to negotiate and collaborate across age, gender, social, cultural, ethnic, racial, political and geographic differences. We want to reach the largest number of adults, giving resources to their educators so that, when they are trained, they can send the message that making this discrimination is wrong, with a view to increasing accessibility and outreach to people with fewer opportunities and that had some barriers occurred as a result of discrimination.Our project will support, through lifelong learning, the educational, professional and personal development of people in Europe and beyond, thereby contributing to sustainable growth, quality jobs and social cohesion, to driving innovation, and to strengthening European identity and active citizenship, while promoting values of inclusion and diversity, tolerance and democratic participation, knowledge about shared European heritage and diversity.On the basis of the 2019 Eurobarometer on discrimination in the EU, age discrimination remains one of the most prevalent forms of discrimination. (40% of individuals in the EU consider that age discrimination is widespread in their country). Age discrimination in the field of employment, but it is also widespread in access to goods and services. Discrimination in access to health care is a particularly worrying area for people aged 55+, which was brought forward in the context of COVID-19.Gender is one of the most form of discrimination at work and at home (housekeeping chores, and children and elders care). Based on the 2019 Eurobarometer on discrimination in the EU, the majority of answers report that that women have children and have less time for work so they are not as available as they should, and there´s also thinking that women have worse leadership than men. Discrimination based on gender and age are present at work, at accessing services, everywhere, and it prejudices not only the people victim of this discrimination but the entire society, since it is a way to deny human rights to a part of population, and when not everybody has the same rights, it usually leads that more rights will be removed eventually; and also prevents people with opportunities to act in behaviours considered outside the stereotypes. Therefore, this is a need of adult society, which we want to attend with our project. We considered that providing training to adult educators is the fastest way to reach most of adults; and also having good presence in internet and social media, to reach adults directly.Also, adult educators expressed they need activities, resources, tools, created with adults as target, for help them to provide better education to their adult learners.<< Objectives >>We have several aims with EASY project.Increase the quality of formal, informal and non-formal adult education, improve the quality of the adult education offer through professionalisation oi its staff and building capacity of adult education providers to implement high quality learning programs, and this way develop the quality of teaching and learning in all forms of adult education, and making it relevant to the needs of the European society at large. We want that adults understand what is the process of creation of stereotypes, how they can lead to discrimination, namely in gender and age discrimination, in different sectors of society (work, home, health services, etc.); and how they can be aware of this phenomenon and prevent discrimination; increase critical thinking in adults.We hope this would help to promote equal economic independence for women and men, closing the gender pay gap, advancing gender balance in decision making, ending gender based violence and promoting gender equality beyond the EU, and at the same time it would promote the equal treatment between persons irrespective of age, which would ban discrimination in the areas of social protection, education and access to goods and services making inclusion and diversity more accessible, for all, at all the levels. Create resources targeted to adults for adult educators.<< Implementation >>The project results will be achieved through a number of activities. The project results represent the main activities of the project: all partners are involved in producing all project results, and each PR includes guidelines, creation of the results, testing / evaluation of the result, improvement according to feedback collected in the previous step, finalisation, translations into partners languages.Aiming to have the target group engaged from the start, and therefore having the target providing feedback on the results, we need to have dissemination activities: we will have a project website where everybody can access all the project results, social media presence through Facebook and YouTube page, flyers and newsletter distributed online through mailing lists. Exploitation activities, in which we include the Exploitation sustainability and impact plan and the workshops in each partner organization region, to show the target group the advantages in using EASY Tool Kit results and how to use them. Quality Assurance and Evaluation activities, aiming to guarantee the project results have the quality desired. This includes feedback from the target, and from participants on the framework and pilot action. Project management activities necessary to the project to be implemented smoothly, according to schedule, and following the Erasmus+ rules, and within budget approved.<< Results >>Project Results:-PR1: EASY Course Framework. Includes the modules, learning outcomes, content and resources of course targeted to Adult Educators, on age and gender stereotypes.-PR2: EASY Films and Comic Strips Catalogue. Includes a minimum of 12 films (feature and short) and 12 comics (cartoon and/or comic strips), which portray the stereotypes addressed in the project-PR3: EASY Toolkit - Creation of activities to adult educators use on their adult education sessions. The activities will be based on short films, cartoons, comic strips – appealing stimulus – included in the catalogue. Minimum, we will select 5 films and 5 comics, and for each one selected, we will create 3 activities (minimum) to be monitored in adult education sessions-PR4: EASY Educators Guide, with suggestions on how to use the activities, how to embedded the thematic on other subjects.Other outcomes of the project are:EASY image and brand, so the Results are easily identified, and in order to be more appealing to target groups and stakeholders.EASY website, with information on the project and with all Results available to download for free