The main goal of the project is to enhance the employability of students through the implementation of relevant eLearning LSP (Language for Specific Purposes) teaching materials, including needs-based recommendations from employers and enhancement elements that pertain to cross-cultural awareness.The project will be divided into two parts:YEAR ONE - teacher training - devoted to:developing the digital skills of language teachers that will enable them to create eLearning materials autonomously and collaboratively; studying the needs of employers concerning the LSP skills required by graduates from higher education institutions entering the 21st-century labour marketenhancing cross-cultural awareness;drawing up a list of recommendations for LSP teachers concerning skills to facilitate graduates’ employability.YEAR TWO - LSP for employability eLearning course - devoted to: creating, testing and implementing a 21-hour multilingual [EN/PL/LV/FR] eLearning course including video content, audio podcasts, reading comprehension, glossaries and exercises - each 7-hour unit will be created by a different partner. Teaching materials will be generated for students whose English language target level is B2/B2+ CEFR and will be accompanied by subtitles/translations in French, Latvian and Polish;creating a teachers’ manual the aim and function of which is to provide recommendations and guidance concerning the course and and guiding principles in teaching/learning LSP for employability.During YEAR ONE three training meetings will be held, one organised by each participating organisation.Beyond the training meetings, three transnational project meetings will be held to ensure effective management of the project.With regard to outcomes of the project, the participating universities will:acquire teaching materials that will enhance the English/multilingual LSP skills necessary for the job market and conform to the learning needs of new generations of “digitally native” students;develop a team of teachers with digital skills enabling them to create eLearning materials independently and collaboratively, who will also serve as ambassadors/subject matter experts (SME) for digital literacy among teachers in higher education institutions (HEI), within and outside their organisations;implement the elements of cross-cultural communication that are crucial to (a) internationalisation in HEI, one of the key pillars and driving forces common to the strategic plans of HEI across the world, (b) a dynamic job market, and (c) intensive mobility within and outside the EU.Throughout the duration of the project and at the project’s conclusion, it is assumed that, beyond the intellectual outputs cited, the following results will also be achieved:international cooperation among universities with diverse levels of experience and different areas of specialisation, but which are all teaching LSP; exchange of good practices and expertise in the field of project management, communication and organisation of the study process; dissemination of the project results among students who will use the course for self-study, teachers/peers from other HEI or vocational schools, in-company course participants and companies.

"The main aim of the project was to establish European cooperation and exchange of good practices regarding the education of people from the Generation Z among others in the area of diagnosing competency gaps and effective methods of activation and communication techniques, including the use of new IT technologies. The goal of the project will be implemented through cooperation from the 1st of November 2018 to the 31st of October 2019 between strategic partners: Wyższa Szkoła Bankowa w Toruniu (Poland), RISEBA University (Latvia) and Porto Politechnic (Portugal). These are organizations dealing with education of adults and which operate on the domestic and European market efficiently in which the need to change the methods and tools in the area of education of Generation Z via educators has been identified. The main objective of the project included the exchange of good practices concerning mainly:• Analysis of competency profile in education of adults with the identification of competency gaps (RISEBA University)• Using new IT technologies and adapting the competences of educators working with people from the ""Internet generation"" (Porto Politechnic)• Methods of activation and application of communication techniques stimulating work with Generation Z (WSB Toruń)The above objectives will be achieved through three international project meetings and three short training sessions combined with a study visit, which will be organized in each of the partner countries.The project duration is 12 months.At the request of the partners, the schedule of activities in the project (duration of individual activities) has been slightly modified compared to the original assumptions and included:1. International project meeting (Poland, January 2019).2. Training in building competence profiles at RISEBA University (Latvia, March 2019).3. Sending to the Partners developed in RISEBA University competence profiles and competence gaps of Generation Z in order to use them for the analysis of training programs in Poland and Portugal (March-May 2019).4. Training and exchange of experience in the use of new IT technologies in work with Generation Z (Portugal, May 2019).5. International project meeting - (Riga, September 2019) to summarize the training sessions conducted so far.6. Making changes to training programs after feedback from each Partner on previous training or exchange of good practices (September-October).7. Training and exchange of experience in the methods of activating Generation Z and techniques that increase communication stimulating work with Generation Z in an intercultural group (Poland, October 2019).8. International project meeting - project summary and completion (Portugal, October 2019).9. Dissemination of good project practices using the video ""Catalog of good practices from Poland, Latvia and Portugal"". The project involved educators - trainers and people involved in reliable adult education.Two people from each of the partner countries plus one person from Poland participated in international project meetings - it was the person managing the project (7 people in total).Six to twelve people from each of the partner countries took part in short training sessions (depending on the type of training). As a result of the project, educators learned about practical methods for determining educational needs (competence gaps) in adult education, and had the opportunity to exchange experiences in the use of new IT technologies and adapt the competences of people working with people from the ""Internet generation"" and methods of activating and using communication techniques that stimulate work with the Z generation.During the meetings, the Partners developed a ""Catalog of Good Practices"", which will allow to bridge the differences related to the approach to the new generation in different countries at different economic and social levels. Research on the Generation Z competence profile will allow the definition of differences arising from social or cultural diversity and the more effective preparation of training programs. The exchange of experiences will increase the potential and professionalism of educators and the quality of their activities regarding non-formal education of adults."

The background is a social and economic context in which youth unemployment reached dramatic levels: above all in Greece, where it reaches the maximum level in Europe and Calabria, where it is at 65,1%, the second highest in Europe (Eurostat 2016). In which a lot of young people is not in education, not in employment or training: NEETs youth in the age 20-34 are 33% in Calabria, 8,9 in EU28, 32,4% in Greece and 31,6% in Italy and is suffering few opportunities from several points of view. The overall aim of the project is to contribute to give our target group of young people a new hope, new tools and a new chance to improve their personal and social conditions and those of their communities. Specific objectives are to foster their knowledge, basic and transversal skills competences and attitudes towards the following values, by using non fornal education methodologies, tools and practices: a. social entrepreneurship and sense of initiative in the social field b. entrepreneurship, (self-)employability and new business creation c. active citizenship and social inclusion. And, from the other side, to equip youth organisations and workers to better answer and address to young people, to update and improve the knowledge, skills, competences of youth workers and to support the capacity building of youth organisations to reach this goal by using non fornal education methodologies, tools and practices. There are two different – but strictly complementary – target groups, both living in the participating Countries. From one side: • youth workers • youth trainers • practitioners, experts, specialists, professionals and any staff active in youth education. From the other side, disadvantaged 18-34 years old young people who are/have: • NEETs • newly arrived immigrants/asylum seekers/refugees • early school leavers • a migrant background • marginalised or at risk of marginalisation/social exclusion • geographical or other kind of fewer opporunities. All our objectives will be achieved through the following three intellectual outputs and one blended mobility: • O1: the youth entrepreneurship e-learning platform “E.Y.E LEARN.”, an OER composed by different tools, including a video-library • O2: a significant study and analysis of the social and educational profile, learning style, needs and attitudes of target young people • O3: a new and innovative curriculum and training course, to be tested also through the activity C1. This project wants to address the following urgent problems that need to be solved, expressed by both target groups. As for young people: • unemployment • percentage of NEETs • increasing marginalisation and social exclusion • dissatisfaction and frustration • low level of education and of key and transversal competences and skills • fewer educational and job opportunities, because of living in rural or peripherical areas (Eurostat) • few stable and well paid job vacancies available • scarce counselling and support services • scarce level of entrepreneurship and new business creation • low participation in the labour market • low level of active citizenship • scarce level of equity, social inclusion and solidarity • their needs are not always well understood and interpreted • their learning style is not always satisfied by the educational learning offer As for youth workers and organisations: • low involvement of NFE methodologies and tools in fostering entrepreneurship and new business creation • low presence of ICT methodologies and tools and of OERs in NFE and youth organisations • not updated knowledge, skills and competences of youth workers • not updated understanding of the real needs, attitudes and learning style of target young people • scarce recognition at local level of NFE and of the role of youth workers and organisations as support structures for young people • low innovation and relevance of the learning offer in the youth work • weak links and cooperation between youth field and labour market • low international dimension of youth activities • scarce cooperation between youth organisations at international level • scarce commitment of local authorities in the field of youth. From the organisational point of view, the applied methodology was based on the following: • each partner will carry out the same activities and tasks, including those related to the “Project Management and Implementation”, at level of its Country and scope • the Leading Organisation of each IO (always different) will have the responsibility of: - coordination and management of all partners, phases and tasks - definition of the detailed working agenda - monitoring and evaluation of each phase. • in addition to all activities and tasks as the other partners, the coordinator Enjoy Italy has the responsibility of the management, monitoring and evaluation of the whole project • WLB coorindated the Dissemination and Commun. Strategic Plan.

The purpose of the “Knowledge is Power, Age ain't Matter” project is to provide more opportunities for people aged 50+, making them more active and counteracting social and digital exclusion by developing and disseminating know-how on how to commence and conduct non-vocational education at higher education institutions within the framework of the Academic University of the Third Age.Five universities from different parts of Europe take part in the project: from Poland – the Poznań School of Banking, from Turkey – Kütahya Dumlupinar University, from the United Kingdom – Dundee Univerdsity, Italy – University of Salerno, Spain – University of Vigo. Project participation and experience exchange among partners representing public and private universities, specializing in different disciplines from economics to technical, to medical, to pedagogical, and with different experience in the tuition of people aged 50+, coming from different countries diversified in terms of territory, culture and religion, and at different economic and social levels shall ensure that the solutions and outcomes of the project will be international in nature and applicable in practice. This project is a response to issues identified during reviews and research held and conducted by all project partners, and specifically: - low level of activity or participation in non-vocational education by people aged 50+, in particular males. Reason: lack of a non-vocational training offer suited to their needs and interests, and lack of motivation due to insufficient awareness of people aged 50+ about the benefits from lifelong learning (LLL). - low level of digital competencies- ICT, and lack of motivation to use them resulting in social and digital exclusion of people aged 50+, - missing know-how at many higher education institutions related to the use of the potential they have: educational, organizational and infrastructural to drive and conduct non-vocational lifelong learning for people aged 50+ - lack of competencies among academics to prepare and conduct non-vocational courses adapted to the needs and learning capabilities of people aged 50+.To help counteract and address the presented problems the following actions were planned in the project which shall translate into results and outcomes.1. Creation of a survey to research interests of people aged 50+ (split by females and males) as well as their motivation to undertake personal development activities, with research held at partner universities as a follow-up.2. Survey data to be used to select 40 topics for courses and workshops for people aged 50+ as well as the development of curricula. At least 50% shall address the needs of males, since they make up just under 20% of people 50+ who are active.3. Insights shall be used to prepare an effective marketing campaign dedicated to the group aged 50+ and to create promotional materials that will be used in focus group research. 4. To prevent digital exclusion of people aged 50+ a Moodle50+ platform shall be developed for remote learning and communication, suited to the capabilities and needs of people aged 50+ and five 18-hour long blended learning courses shall be prepared on ICT, adapted to the pace of learning of people aged 50+.5. In order to improve the skills of partnership universities’ staff in teaching people aged 50+ they will be trained on the methodology of preparing and conducting classes for people aged 50+ using Moodle50+. For dissemination purposes they will run similar workshops for their universities’ staff. In addition, a manual shall be prepared on how to teach people aged 50+.6. The presented project outcomes will be regularly disseminated on the project website and will serve as input to develop an innovative tool dubbed AU3A Guidebook (Academic University of the Third Age Guidebook), which will be a compendium of know-how, tools and best practice for universities in EU, to commence and conduct non-vocational education of people aged 50+. In order to test the manual, offer and for promotional purposes Dumpupinar will start a Third Age University pilot in which 50 people aged 50+ will take part. The testing of the Moodle50+ platform, ICT courses and offer for males will be held at the Poznań School of Banking. In addition, to disseminate the results all information about the project and AU3A Guidebook will be available on the project website and the website popularizing Erasmus plus program. This will also be sent to 60 higher education institutions which are closely networking with project partners both in their countries and abroad. Popularizing events will be organized for ca. 200 people in total – academics and guests at all partner universities. The long-term outcome of the project will be the opening or development of Third Age Academic Universities at project partners’ Universities in 5 countries and encouraging 60 other higher education institutions to pursue such activities.

Covid-19 pandemic has stuck the regular education and training since December 2019 all over the World. The need analysis made in the partner countries shows that they are in need of getting advanced training on the technical, social and emotional development of skills along with digital teaching techniques. Teachers with high literacy of social and emotional skills and equipped with digital components are more likely to be able to raise the students both socially, emotionally and digitally. Those findings require a transformation in learning & teaching processes in online classes. As the development of soft and digital skills interrelate with social and emotional learning, it's pretty crucial to upskill sets of cognitive, affective, and behavioral competencies as well as digital ones so that they can adapt to the rapid transformations which are essential in the 21st century. In this project, it is aimed to improve the competences of primary school teachers within social and emotional development within digitalization via developing such courses as Improving students' learning capabilities in educational attainment in primary schools, effective classroom management and inter-personal communication processes, developing empathy and behaviour among students, how to use online methods, techniques and tools in primary schools and digitalization of those courses. Academicians who teach preservice primary school teachers will be trained via training of trainers. Face-to-face teaching and distance learning methods will be used in the development of the courses and also in the implementation process. With the partnership of the University of Salerno, WSB University in Poznan, University of Lumsa, M&M Profuture S.L.,Kütahya Provincial Directorate ofMinistry of Education and University of Zadar as an associated partner it is aimed to equip primary school teachers with soft skills and develop teaching materials.The partners are the ones with experience in Erasmus+ projects and education.By choosing the WSB and Kütahya Provincial Directorate of Ministry of Education aren’t experienced in Erasmus+KA201 Projects,so it will help other partners to have a supportive approach to them in tackling the issues regarding that scope.During the project,certain partners will be responsible for particular outputs:The first one which is on Improving students' learning capabilities in educational attainment in primary schools will be prepared by UNISA.The output is intended to include what differences are observed between generations, how those differences affect teaching&learning, what kind of skills the era requires contemporary students to develop. The second one which is on effective classroom management and inter-personal communication processes will be developed by DPU. The output is intended to include approaches to classroom management, interpersonal communication (between teacher and student, between student and student)&group processes in classroom communication including the skills assertiveness, negotiation and leadership. The third one which in on developing empathy and behavior among students will be created by M&M.The output is intended to include how to understand and develop the empathy skill of students,how to teach students to deal with the barriers to empathy,,how to help them develop better communication skills with peers and more positive relationships.The fourth one which is on developing creative thinking and problem-solving skills will be improved bu LUMSA.The output is intended to include how teachers can foster students’ skills required for problem-solving including analytical thinking,creativity,responsible decision-making and innovation in teaching & learning from the early years on. The fifth one which is on how to use online methods, techniques and tools in primary school education will be developed by WSB. The output is intended to include how to support teachers in transferring&transforming their pedagogical knowledge,skills and competencies into digital teaching & learning platforms while making use of social-emotional learning. The sixth one which is on developing innovative digital versions of the courses will be created by UNISA.All courses created in the outputs (1-6) are going to be digitalized with their content and exercises, and are going to be shared on a platform (like moodle) for open access.And the final one is to produce academic papers which will be led by DPU.At the end of the project,transnational awareness will be gained through certain activities to foster and mainstream soft skills development into education. Digital courses to be developed during the Project will be proposed as internal trainings for primary school teachers in each Project partner country. Digitalization of the courses will have a ripple effect to reach the participants more than considered. Primary school teachers will have contributed their Professional development and met the needs of the new generation students.