"European youth faces the challenge of employability. Some 4.7 million young Europeans are unemployed according to the latest Eurostat estimates that at the last publication June 30, 2015, the countries with the highest youth unemployment rate are: Spain (53.2%), Greece (52.4%), Croatia (45.5%), Italy (42.7%), Cyprus (36%) and Portugal (34.7%). The International Labour Organisation (ILO) has warned of the dangerous mix of high unemployment, increased inactivity and precarious work facing youth in developed countries.The complex socio-economic reality makes access to the labor market of young people and hinders their quality of life and their families, reducing their welfare, and conditioning their personal and social development. The situation of European economic crisis particularly affects young people in their transition from the education system to the, according to the World Youth Report of the United Nations (2012) labor market.One of the objectives set by the EU 2020 strategy is to generate more and better levels of employment, productivity and social cohesion. Is to secure employment for 75% of people between 24 and 64; it also wants to ensure the investment of 3% of GDP in the EU in R & D and innovation.Moreover, in this situation the European framework poses ""Other instruments for employment growth"" tools as recognizing entrepreneurship as strategies for improving access to self-employment for young people. ""Investment in growth"" is also cited as one of the proposals is to foster the ""INNOVATIVE INSTRUMENTS"".Since the official proposal of European Cooperation in the field of youth is looking to invest in this area, and train young people through their empowerment and potential to contribute to social development; also it is given prominence to promote innovative ideas and exchange of best practices; promote non-formal learning as support for innovation, creativity and entrepreneurship.The main motivation for wanting to make the association YOUNGO project is to promote and implement creative initiatives and youth-led projects that promote employment and self-employment, while generating added value and benefit from your nearest social environment from the acquisition of new skills and employability skills.REQUIREMENTS SPECIFIC TO RESPOND TO THE PROJECT• Generate ideas from the creativity that positively affect youth closer reality.• Promoting employment and self-employment through the creation, promotion and implementation of initiatives and creative projects.• Training young people in a creative methodology to enable them to replicate and apply this training in their countries of origin.• Develop new partnerships with young people and entities involved in the change.• Generate greater social impact multiplying assets change.• Facilitate the sharing of concerns, desires and proposals of different entities to social changes that favor the social and labor integration of European youth• develop solidarity and promote tolerance among young people through facilitation methodologies that generate empathy, solidarity and cooperation• To give visibility to the social capabilities of entities related to the youth sector, encouraging their creativity, skills and providing opportunities for debate and to create positive change• Zoom ICTs as key tools in the processes of social change."

<< Objectives >>Objectives of NOW-SEE are: -to raise awareness of women’s good practices in sustainable environmental (SE) entrepreneurship and motivate them for green transition;-to create innovative upskilling digital pathway to develop competences and skills of a SE entrepreneur;-to assess women’s competences and skills needed to become SE entrepreneur;-to improve adult educators’ competences to facilitate a digital pathway for women to become successful SE entrepreneurs;-to share and promote results.<< Implementation >>-To develop e-learning platform to create awareness on SE entrepreneurship, motivating women to green transition and improving their competences and skills to start SE business. -To develop the pedagogical implementation methodologies for adult educators to facilitate women-learners’ educational pathways to SE entrepreneurship. -To pilot innovative learning pathways with 200 women.-To share and promote the results to at least 1000 adult educators and other stakeholders.<< Results >>1.The e-learning platform “Women in SE entrepreneurship” consisting of:-awareness raising and motivation e-Workshop “Could a sustainable environmental entrepreneurship be my future?“ with 3 OERS;-e-Studio with 3 NOOCs for developing women’s competences to become a successful SE entrepreneur. Achievements are measured by digital assessment tool with the possibility to get the micro-credentials “Successful SE entrepreneur”.2.Pedagogical implementation e-Toolkit for adult educators-facilitators.

The aim of the PRISMA project was to discuss and exchange promising practices about active strategic inclusion of migrant communities in the decision processes as regards programme planning in adult learning organisations. This has been done between the partner organisations and other institutions and networks in the field - particularly migrant and refugee self organisations and networks - that were incorporated to the partner organisations at regional/national level. The identified good practices has been shared between the partners. Background of the project was that plenty of adult learning institutions across Europe are addressing migrants as beneficiaries. As regards social inclusion of migrant communities, there are still obstacles to be overcome: Migrants are often seen as recipients of education in the fields described above. What is often lacking is a real active participation throughout the portfolio of adult learning activities, like political, social education etc., addressing migrants as both recipients and providers of knowledge. To improve effective adult learning strategies towards migrant communities, it is necessary to actively include migrant communities in the mid and long term development of adult learning programmes. This is crucial for a successful inclusion in the educational field, since particularly in adult education mechanisms to include learners into strategic decisions are rarely applied. Basing on a common understanding about opportunities and limitations in the active strategic inclusion of migrant communities into strategic planning, the project consortium developed a catalogue of criteria to identify good practices in the strategic involvement of migrant communities in adult learning. On the basis of these criteria, the project partners developed a grid for assessing good practices, which has finally been further developed into a self-assessment form for adult learning providers. With the help of this assessment form, adult learning institutions will be able to check their level of active participation of migrants and migrant communities towards the strategic inclusion into programme planning. Besides, the use of the assessment form can foster self-reflection on these issues within organizations, thus contributing to the organizational development. The grid offers an opportunity to a deeper understanding of the organizational stat-of-the-art as regards migrant inclusion in programme planning. Both assessment form and grid have been tested by the partners individually in several local organizations and projects. The tools developed in the project can be downloaded on the project website, on the EPALE resource centre, and on the Erasmus+ project results database.During the project lifetime, the partner organizations met three times in person (in Germany, Lithuania and Cyprus, while due to the pandemic restrictions the last 2 project meetings were held virtually. In the project meetings, representatives from local organisations (migrant organisations and adult learning providers) were involved in order to discuss and contribute to the project outcomes. Further online gatherings between the meetings were held to ensure the quality of the partnership activities.

The 3D-Help project was being developed between 2017 and 2019 mainly to help adult trainers and learners to catch up with rapidly growing EU market with digital technologies and 3D printing especially, which is connected to the fact that Europe is currently at the early stages of the 4th Industrial Revolution. For this Industry 4.0 to be effectively implemented, there is a need that current adult employees and thus also current trainers are upgraded with skills on relevant technology. One such technology on which Industry 4.0 greatly depends is 3D-Printing and hence why this project for adult training in this technology.The project target groups were EU adult trainers as these will be able to exploit the 3D-HELP training toolbox to help adult learners acquireSkills on 3D-P technology, adult learners that need a second chance of catching up 3D-P technology and stakeholders related to the Adult Education sector including policy makers and managers that can influence the direction of adult training. All these groups were involved in the activities during the project implementation such as Multiplier events in each partner country, pilot testing, they received newsletters and leaflets about the projects or were reached through the social media of the project.There were 5 partners in the project: Evropska rozvojova agentura, s.r.o. (lead partner, Czech Republic), Ludor Engineering (Romania), Social Innovation Fund (Lithuania), Macdac Engineering Consultancy Bureau Ltd (Malta) and Strojarska tehnička škola Fausta Vrančića (Croatia).Altogether, more than 260 people participated directly in project activities, such as Multiplier events, pilot testing or third party activities, where the project was also disseminated and more than 2 500 people received information about the project in the form of newsletters, leaflets, websites, Facebook posts, etc.6 Intellectual Outputs were developed during the project implementation: 1. Guidelines on the use of 3DP In Adult Education 2. 3DP Case Studies for Adult Education 3. Curriculum of a 3DP Course for Adult Training 4. 3DP Course Content for Adult Training 5. 3DP trainer guidelines 6. 3DP e-Learning System for Adult Training Both course content and e-learning system is available in 5 languages: English, Czech, Romanian, Lithuanian and Croatian.All the project Intellectual Outputs are available online and for free at the project website: http://3dhelp.euda.eu, the e-learning system is available at http://www.mecb.com.mt/moodle/course/index.php?categoryid=23. All the tools are still available even after the completion of the project and the lead partner stays in touch mainly with the partner organization from Malta and Lithuania, who developed the e-learning system mostly in order to help new participants with their questions about the project or the e-learning system itself.The project helped the participants to catch up with 3D printing skills, increased their motivation in this field and provided new innovative tools that can be helping adult trainers and learners also in future.

<< Objectives >>Project PEACE enhances didactical effectiveness of Adult educators by empowering them with an ONLINE DIGITAL DATABASE FOR TRAUMA AWARENESS AND PARASYMPATHETIC ACTIVITIES FOR ADULT LEARNING ENVIRONMENTS that also supports development of their digital capacity.We aspire an accelerated learning and Re-Skilling of adult trainees suffering PTSD through Parasympathetic state inducing activities – thus fast tracking their job-integration.Support green practices in training via use of a digital tool.<< Implementation >>Project PEACE is scheduled for 12 months with the following activities:- Research, compilation, design and creation of an Online Digital Database of Trauma informed Parasympathetic tools and activities (ODD) of immense didactical utility for Adult Learning Environments- peer-review of 120+ didactical resources- Translation of ODD from English to Estonian, German, Greek and Lithuanian.- Transnational partner meetings in Month 1 and 10- Dissemination conference- Project management reports<< Results >>PEACE project results:1. an Online Digital Database of Trauma informed Parasympathetic tools and activities. These 120+ peer-reviewed didactical resources - suitable for Adult Learning Environments - will be available in English, Estonian, German, Greek and Lithuanian.2. Project management reportsMeta4 (AT) plus 3 partners VESTIFEX (EE), SIF (LT), and IASIS (GR) - Adult Education Institutes and Network NGOs - will improve their project management skills and intercultural competence.