"For Europe to attain the objectives regarding growth and jobs set by the Lisbon strategy, it is imperative that its young men and women are socially as well as professionally well integrated. The Europe 2020 strategy for smart, sustainable and inclusive growth acknowledges lifelong learning. The crisis has highlighted the major role which adult learning can play in achieving the Europe 2020 goals, by enabling adults to improve their ability to adapt to changes in the labour market and society. Virtual learning and virtual competency development paralell with the implementation of e-work provides a means of up-skilling for those affected by unemployment, restructuring and career transitions, as well as makes an important contribution to social inclusion, active citizenship and personal development.Nowadays business becomes global and competition worldwide is increasing among young adults. They have to compete not only for the better jobs, but for their employability. One of the possibilities to become more attractive for the employers is to start learning in a new way, become virtual learners, E-Workers and to become more flexible workforce. Preparing oneself for “virtual working environment” is not an easy task and can not be learned alone. Good training tools and professional e-tutors are required to assist the learing process. One must understand how to work and learn in a virtual environment, how to communicate, how to distribute tasks, how to work in virtual teams in order to succeed in an on-line environment, where usuall methods are not available. Though there may be no need for an homogeneous training system for adult educators, there is a need for a competence-building framework based on approaches to learning such as developing virtual tutoring, on-line collaboration, tutoring, e-learning, peer learning, e-assessment (1st Youth Work Convention). There are tools already developed, it is time to transfer them to young adult learners, to improve them where needed, to disseminate them and to identify needs for further instruments(Youth Pathways 2.0 ). Existing gaps: (a)lack of development tool kits for young adults, future e-employees to measure skills and build development plan in order to meet the requirments sufficient e- jobs(a)lack of access for young adult learners to virtual competency development training in order to up-skills(c) lack of training material and access to training for educators,potential e-tutors to prepare new way of teaching(virtual class)(d)SMEs lack prepared indoor e-tutors to support changes and implement virtual leanring and eworkBased on existing e-work related tool-kits developed by prior LLL project(that became ""best practices"" of the program), this project builds on these results and adds innovation by adopting, transferring knowledge and developing further innovative outputs to fill the gap. Tailoring them to the need of new target groups, adds value by creating additional content to fit perfectly in the development workpaths. The EU Partners (HU-RO-ENG-NTH_PT-CRO) – all involved in adult education and e-work promotion have formed a European partnership by grouping different European sectoral organizations from different regions of Europe which are united under a common interest over the subject of promoting virtual learning and e-work for young adults in order to support their future employability.Goals:(a)Provide access to Tool-Kit for self assasment and carreer development planning(b)Develop, test, adapt innovative training for young adult learners to upgrade their skills(c)Develop tools and methods for professional development of adult educators(d)Connect different sectors, build a bridge,exchange good practicesTarget groups are: (a) adult educators, youth workers, e-trainers, facilitators (b)young adults(18-29 age)coming from disadvantaged background(low skilled )NEETs, who need upskilling.Result for the target group:-1 SSR report (employers 400 survey results)to identify new skills for young adults required by e-work employers- E-competency tool-kit (with 8 new competency profiles for new skills)-all languages-1 E-tutor e-learning course developed+20 E-tutors (multiplicators) trained from partner countries -12 e-learning modules especially designed for virtual competency development will be adopted and transfered to low-skilled young adult leaners (20 trained), in partner languages-2 short learning events and 1 Blended Mobility to test outputs(60 Europasses passes out) -7 Multiplyer events organized with 175 participants-1 IPRBox for educatorsThe project and the results will be spread in several sectors, informing over 10 000 target group members.Project meetings, multiplier events , newsletter, webinars, flyers, video e-mails, social sites, collaboration space will be used to spread the word about the projects. Educational platform will provide wide access for all developed outputs during and after the project."

Non-For-Lesl addresses the challenge of Early School Leaving (ESL) at the stage of school level-intervention. The cooperational basis together with EU countries is to meet the headline target set in the EU 2020 Strategy to reduce ESL to less than 10%. Research has shown that ESL is a complex phenomenon that can cause serious consequences, on the students and their families, as well as on the society and the economy as a whole. ESL is a process rather than a one-off event. It often starts in primary school when students can experience time school failure and growing alienation from school for the first time. School failure often affects students’ perception of themselves, which leads them to adopt restraining characteristics: Growing sense of alienation from school, disruptive behaviour, high level of absenteeism and a lack of confidence and self-esteem. These characteristics might cause them to drop out of school. At the same time, it is well known that a “rich source of human capital” is achieved deliberately or incidentally (OECD) in everyday life. Non-For-Lesl helps students to make their everyday skills, knowledge and competences visible. The consortium developed and pilot-tested MyKey (www.my-key.online). It is an innovative, multi-dimensional OER validation tool and can be used by students additionally to school assessment procedures. MyKey is based on a holistic view of student’s learning while it draws away from boundaries caused by subjects. It presents and validates skills, knowledge and competences acquired through non-formal and informal learning related to the key competences and transversal skills. With MyKey students get the opportunity to showcase their progress and achievement. Throughout their work with MyKey they are engaged in a continuous reflection process towards their own learning. To document the outcome of their additional activities students are able to generate a certificate which is monitored by their school. With this certificate, they can apply for internships and on the job market.The project consortium is made up of six partners: The coordinator, the Institut für Didaktik der Demokratie of the University of Hanover, has a focus on civic education, specialising on key skills and social competences. It has a strong record for developing state of the art educational tools, curricula and teaching material. Platon School is a private school in Katerini with experience in EU projects and the development of learning material and e-learning platforms. Pixel from Florence is a very experienced non-profit organization (NPO) and education and training centre, accredited by the Ministry of Education of Italy with a special focus on ESL. Ingenious Knowledge from Cologne is an SME enterprise, specialized on IT-solutions and is involved in many e-learning tools. Emphasys is a Centre for Education for ICT Training and non-formal learning specialist and provider, accredited by the Cyprus Ministry of Education. Finally, EuroEd is a NPO, which delivers educational services and international training courses, accredited by the Roman ministry of Education. Very experienced in implementing EU projects, they received several awards for the quality of implementation.The project was completed in 25 months and includes six main Intellectual Outputs in following order: 1) a Comparative Study Analysis in which the issues under investigation were analysed and the opinions of the target group (students and teachers) were collected with the use of questionnaires; 2) a framework and a system for the validation of non-formal/informal learning within school based on the key competences; 3) the OER MyKey, 4) step-by-step guides for students, teachers and administrators with background information on the project and on how to use and implement MyKey successfully; 5) an implementation phase of 5 month with an implementation report in the form of case-studies and finally 6) an overall comparative implementation strategy and evaluation: a “ready made – ready to implement” pack for operation.During the whole project, a three-step dissemination strategy was implemented: starting from the school, growing from local to national and arriving at international level. The evaluation has shown a strong and positive impact on the students’ self-esteem, identification with their school and their relationships with their teachers. They see themselves as full-fledged human beings. MyKey received very positive feedback and support from schools, stakeholders and ministries. Several schools will implement MyKey in 2017. They believe in the benefit of MyKey and how it will help their students in the long run. They will gain motivation and higher self-esteem which results in reducing the risk of ESL drastically.

The project came out as a practical answer to the context of the ageing population in EU. The needs of the beneficiaries targeted and then involved in the project showed that qualified medical assistance for palliative medicine in the partner countries was scarce and in many situations palliative health-care assistants acquired basic knowledge and skills on the job. The need to train qualified medical staff to meet the growing demand of assistance in the field of palliation in EU is a must. How to do this in a qualified, standardised way and with knowledge and skills aligned to the most recent research findings in the field was the practical challenge to be met and jointly answered in the project by the EU partnership. The project created a very comprehensive interdisciplinary MOOC which offers 20 fundamental palliative medicine procedures. Each procedure has a description that follows a standardised approach, with videos to illustrate how the procedure is being done, including the communication that accompanies the performance of that procedure and with a linguistic unit that practices that specialised communication flow. The 20 procedures with the videos and the accompanying linguistic units are available in 6 EU languages: DT, EN, FR, IT, ES, RO.The interdisciplinary approach is definitely an innovation where the medical content is fertilised by the linguistic approach; due to the inter-disciplinarity proposed by this resource, combined knowledge and skills from the medical and linguistic fields ensue plus specialised communication skills in the domain of palliative medicine are practise.The MOOC approach was a total innovation for all the countries involved in connection to the specialised field of palliative medicine. Added to this the pedagogy specific to technology-enriched education is a first applied to resources from the domain of palliative care. Collaborative learning and evaluation of knowledge and skills, networking and constructivism at the basis of introducing and practising skills for palliation through the MOOC resources and techniques are innovatively applied to a vocational field much indebted otherwise to classic teacher-centred approaches. The project covers the following specific objectives:- Promote stronger coherence between different EU and national transparency and recognition tools and ensure that skills are recognised across borders by identifying, defining and standardizing the palliative medical and nursing skills, which allow students across Europe to be active participants in clinical routine after their first year of medical studies.- Improve the level of key competences and skills, with particular regard to their relevance for the labour market (everyday medical practice), through strengthened cooperation between the world of education and training and the world of work; - Improve the teaching and learning of languages and promote the EU's broad linguistic diversity and intercultural awareness- Develop innovative and multidisciplinary approaches to teaching and learning and eLearning materials which support students both during their skills training and their practical module- Foster quality improvements, innovation excellence and internationalisation at the level of education and training institutions, in particular through enhanced transnational cooperation between education and training providers and other stakeholdersStarting with a partnership of 9 partners from 4 countries having complementary significant expertise and experience both academic (medical: P1, P2, P5, P6; linguistic & training: P3, P8, P9) and in the world of work (P4, P7); the project addresses and have a consistent impact on its direct target groups: - Lecturers & students in Medical Universities- (Foreign) in-service medical staff - Social assistants or other staff dealing with palliative care (hospitals/hospices/homecare)- Language teachers/trainers in medical institutions- Volunteering bodies - Educational centres- Companies active in social corporate responsibilityMain project results are:-Specialized research of medical literature and practice about palliative care in Romania, Italy, Spain and Belgium-Guide of 20 Medical Procedures in 6 languages, topics covered are: Catheterisation; Paracentesis; Automatic syringe; Bed transfer; Conspiracy of silence; Active listening; Communicating news; Spiritual assessment; Nutrition; Oral care; Patient bath; Pain assessment; Pain prescribing; Burn out syndrome; End of life care; Terminal phase; Prevention Ulcer; Awareness level; Patients’ network; Caregivers’ needs.-20 videos with simulation of palliative care procedures-120 language units for 6 languages-2 MOOCs in the fields of palliative care and medical communication-7 Educational Toolkits published on hard copies with DVDs (319 copies)-Project website - http://medlang.eu -1.469 people directly involved by the project activities and other 320.000 reached

Creativity is a valuable workplace skill for the 21st century, a superpower for tomorrow’s workforce, which can be mastered and cultivated. Nevertheless, in most areas of life there is still a prevailing stereotype to associate creativity exclusively with the arts, which hinders creativity taking appropriate place in organisations and businesses. As situation analysis in partner countries revealed, creativity development is not included in formal adult education programmes apart from those related to arts; creativity training is mainly offered as small-scale component within corporate training, but not as consistent courses. At the management level, there is a noticeable lack of understanding that creativity can benefit every function of an organization and therefore requires systematic management. In response to the identified needs of individuals and organisations, the project partners came up with the idea of ACDC 4 You – a European transnational partnership project promoting the development of adults’ creativity using creative processes of participatory music and raising awareness in relation to creativity as a crucial and the most coveted skill for the future economies across Europe and the globe. The project brings the capacity of 5 different organisations – two adult education providers, a professional theatre and film company, a non-profit cooperative and an SME specialised in marketing and communication from Lithuania, Romania, Ireland, Spain and Bulgaria. In ACDC 4 You, we focus on the context as an integral part of any creative process and a factor which can be positively influenced even by the results of a single project. We choose participatory music as a context for its power to unleash individual creativity by making us happy, relaxed and less stressed, thus encouraging divergent thinking. With this project, we consolidate the competencies of adult educators and musicians, thus introducing a new type of trainers prepared to teach adults creativity. The Aim of the Project is to equip adult educators, musicians and other cultural workers - as individuals the most vulnerable to economic shocks, such as those created by the COVID-19 crisis - with the skills and knowledge necessary to become successful facilitators of music-based creativity & innovation training for adults and at the same time gain creative confidence and develop ‘creativity literacy’ themselves.For achieving the aim the partnership will develop the following 4 intellectual outputs:1. Best Practice Collection in creativity training with the specific focus on participatory music2. ACDC: Artistic Creativity Development Curriculum – a 25-hour Train the Trainers Programme for Musicians and Adult Educators as Creativity Trainers3. Creativity Labs – a set of participatory-music based experiential training workshops with videos to develop ideation, creative thinking, problem-solving, collaboration skills in teams 4. Creativity Workbook - an interactive publication consisting of up to 50 practical exercises for individual ‘creativity literacy’ training. 10-15 participants per partner country (50-75 in total) will be involved in piloting of ACDC. All resources and materials will be done in English, with translation in all partner languages and will be available on the partners‘ websites, social media, EPALE and Erasmus+ Project Results platforms.The project will be widely disseminated in partner countries through different channels and activities, organisation of 5 local multiplier events and one International Conference ‘ACDC for Ceative Adults’ an open-air concert, demonstration of the project outputs and practicing participatory music in Lithuania. The innovativeness of the project first of all lays in the approach to creativity as a vital workforce skill which has to be mastered and cultivated on individual and systematically managed on a corporate level. Secondly, the developed outputs represent innovative resources introducing a new type of trainers prepared to teach adults creativity. Thirdly, musicians and other cultural workers are offered an opportunity to start an alternative activity as facilitators of music-based creativity training.The expected impact is: -developed competencies of musicians and adult educators necessary to respond to the ever-growing need to improve adult creativity skills and to become effective creativity trainers-promoted adult education as an alternative field for musicians’ self-expression providing them with more flexibility and resilience in the face of COVID-19 crisis-adult learners as final beneficiaries provided access to a new attractive form of professional development, which will help them to enhance their creativity and improve their position in the labour market.In the long term perspective, the project will contribute to the promotion of a positive attitude toward creativity & innovation in society and encourage the use of project outputs in a wide range of applications.

Education and training welcome learners from different backgrounds facing social integration difficulties, with a low level of education and limited employment prospects. Tensions in society interfere with the creation of a favorable learning climate. A growing number of young people are losing their critical attitude by adhering to conspiracy theories and seeking answers in extremist ideologies, most often religious or political. The lack of visibility of positive role models in the media can lead some of them to fall into violent radicalisation.For many experts, teachers and trainers, in direct contact with vulnerable groups and potential targets, are best placed to combat radicalisation.They must be able to conduct their work in a peaceful, non-discriminatory and optimistic environment in order to prevent radicalisation. But they also need to be better prepared to deal with tensions with and between learners. They must be able to detect indicators of radicalisation at an early stage and act appropriately. They must be able to counter conspiracy theories that disrupt the educational process. However, they are not always prepared and all of them do not have easy access to appropriate lifelong learning opportunities. Our aim is to provide teachers and trainers with tools to:- transmit to young people the desire to live and work in a pluralistic society,- create a learning climate favourable to all,- deal with tensions between learners and between groups of learners,- detect indicators of radicalisation,- identify who is at risk and how to help those in need of support,- to reduce racism and xenophobia.The partnership brings together 9 organisations from 9 different countries to cover different radicalisation contexts. They are all active in the education, training and youth sectors.Based on an analysis of needs in each country, we have developed guidelines and a set of resources to intervene with groups of young people facing difficulties, with social, cultural and religious differences generating risks and tensions. These resources include theoretical and practical elements, case studies to prepare for different situations and pedagogical activities to be implemented in the classroom, usually with a view to preventing radicalisation.Guidelines and resources are available in 9 languages (DE, EN, ES, FR, IT, GR, PT, RO, SL). They are organised on the multilingual platform www.allo-tolerance.eu providing open and free access, without registration. The whole was tested in real situation in all participating countries in order to validate the concept, to improve its ergonomics and to propose actions for the future, the platform being designed to easily add new contents and to facilitate exchanges.