For inmates, the advantages of participating to education and training activities are multiple. Being usually low educated and without qualifications, they gain confidence, and by acquiring basic competences, and developing transversal and vocational skills, they increase their chances to be employed when they are free. Yet, access to employment is one of the conditions for a sound rehabilitation in autonomy, while reducing the risk of recidivism. But training opportunities may be limited because not all prisons have the technical premises needed to provide vocational courses. And, if there are some opportunities, prisoners may be reluctant to participate or may drop out after a while.Virtual Reality for Training Inmates (ViRTI) wants to act on these two limiting factors: 1) by creating virtual environments it is possible to compensate a lack of laboratories, material or tools; 2) by introducing interactive features and gamification in the learning content, it is possible to attract more participants and to maintain their motivation thus reducing dropping out rates.ViRTI gathers four partners, one expert of prison systems, two education and training centers with a long experience in training inmates and one developer of interactive learning content experienced in virtual reality. Together they will:- analyse the potential of virtual reality for education and training in prisons and specify some use cases- develop an interactive gamified training path in the construction sector, using virtual reality based on 360° videos- pilot it in three different prison contexts: short term convicts, juvenile justice centre and detention centres welcoming prisoners sentenced to more than one year with positive perspectives for rehabilitation.- provide guidelines to 1) Penitenciary administrations, 2) Funding bodies, 3) Educators and trainers, 4) Learning content and technology providers; so that they are able to introduce virtual reality tools for training prisoners. Then, more virtual reality based content can be used in prisons, and more prisons will introduce it in collaboration with education and training providers and more inmates will benefit from its added value. They will develop skills and competences, acquire knowledge of economic sectors lacking workforce, increasing their chances to be employed. This is applicable for the participating countries as all results will be available in French, Spanish, Catalan, Greek, Portuguese. The English versions disseminated will allow a transfer to any other country.

Refugees and newcomers have more difficulty than other disadvantaged groups to be employed. Insufficient command of the host country's language, difficulty in promoting their skills, and uncertainty about their status are, along with cultural prejudices, the main obstacles they face. However, they need and want to work, and they already master a large number of transversal skills, not always expressed but particularly sought after by employers, who for their part sometimes have difficulties to recruit. Finally, having a job is the best way to integrate and feel integrated.Brefe has tried to resolve these contradictions by working in four countries, France, Italy, Spain and Denmark with : - refugees and newcomers ; - language trainers, integration professionals, employment counselors, social workers and volunteers - employers.to identify practices and formalize a set of resources, methods and tools, which, when implemented together, can boost access to employment for refugees and newcomers. They need to become aware of their transversal skills in order to make the most of them on their path to employment. They also need to improve their learning methods so that they can continue to develop their language skills at home and at work without formal support that is not always available.Professionals and volunteers can improve their action by taking better account of the diversity of situations, needs and expectations. They need to become familiar with the skills to help refugees identify, express and value them. They must also optimize the time of their intervention by giving keys to reinforce autonomy in learning. Finally, language learning can take place anywhere and keep employment in mind.Companies have access to a large number of potential workers who, through their diversity and commitment, can bring real added value. They must be able to properly assess the skills of refugees, organize their reception to optimize the conditions for a sustainable integration. They must also be prepared to hire people who do not have a complete command of their language but who have a strong potential for progress that can be achieved through support measures at the workplace.Brefe delivers three guides with guidelines, methods, tools and testimonies to optimize the support of refugees towards and in employment, to adapt the socio-linguistic support and to better take into account transversal skills. The whole is available under a free license, organized in a dynamic way on a multilingual website.

In our digital era, kids start to use mobile devices at the age of 2. Recent studies show that it may damage the growing up of the children terribly. This is the very concern of our project. Do the teachers and pupils use the mobile tools in a beneficial way or just kill and waste their time. Of course we agree that, mobile tools can be used for fun but for a reasonable time. With this project, we aim to control our pupils' usage of mobile tools and technology. We believe that If we learn how to use them in the good way and support our education life, We are going to benefit them and our education quality will increase to high level. On the other hand we will save our pupils from being asocial and wasting time. Some kids are addicted to mobile tools. This damages their health and social development.That is why, during and after the project, we are going to work to let our pupils know how to use Google, Web 2.0, mobile tools apps, preparing digital materials and presentations, online exercises, e-books, e-magazines, voice recording tools in a way that can contribute their learning process. To achieve this goal, we know that first of all, as teachers and other school staff, we must know what and how technological instruments can help ourselves and our students. Therefore, we will develop our digital competencies up to the most possible level.We have approximately 700 participants from each partner. They are teachers and other school staff, pupils and parents. Each party has his own responsibility. Parents and other school staff must help teachers to achieve this projects' objectives. If not supported at home, We can never catch our goals. So, we will also have parents meetings and share our experiences with them. We have to be in an instant communication with parents. We will follow our pupils developments. School management must provide us the necessary tools and official permits to use mobile tools in the classrooms. They will make sure internet connection and networks work well. School management will also benefit from this project like doing the announcements easily through the networks or mobile tools. They will need to buy less papers for exams or exercises. As for students, they are the most important side of the project. They need to be well motivated. They love to spend time on mobile tools with limitless energy. Why don't we direct this energy to a beneficial way ? They can personalize their learning process by means of technological facilities. Each student has his own learning style. There many different and attractive apps and other mobile instruments which can motivate them.Our activities aim -to develop good behavior of using mobile tools reasonably -to make these behaviors permanent -disseminate our works-make our works visible Our project has already started on etwinning and when it officially starts in August/2019, we will determine our Executive teams and this project will include all of our students and their parents. The actions will start with a teachers training first at our own schools then in Portugal as we believe that firstly the teachers must be well experienced and will end with the training of how can we can benefit from mobile tools and internet in assessment and evaluation in France. Under the control of our main coordinator, we will complete all of our project activities on time and share our outputs on our website. The main coordinator and partners will be in an instant communication. We have 4 Short Term Learning activities. Our students and teachers will have workshops, exchange experiences and learn new things about Google, Web 2.0, mobile tools apps, preparing digital materials and presentations, online exercises, e-books, e-magazines, voice recording tools in Lithuania, Spain, Greece and Turkey. All of these activities will be organized and planned carefully by the host partner. Before and after the Learning activity, the experiences will be shared and disseminated as much as possible in our countries.The impacts envisaged:-the awareness of using mobile tools in a beneficial way by the teachers, school management, parents and students-the permanent behavior of managing their own learning process by the help of internet and mobile tools-more motivation for attendance to the classes-more interesting and attractive classrooms-more qualified new generation who has digital competency This project is also very important for our long term objectives. Today's world demand more qualified workforce who has digital competency. We want to grow up a new generation who can meet the requires of industry and public services.Let us finish with a question, does Education and training develop the technology or technology develop the quality of Education and training ? We know the answer very well and that is why we want to carry out this project.

5 adult education and training organisations have joined in the Open Badges for Adult Education project to develop the concept of open badges in their environment and to test it with adults who are far from employment and belong to groups at risk of exclusion. 100 badges were initially created to promote attitudes and behaviours sought by employers and key competences for lifelong learning. As a result of the project, more than 90 trainers from 50 different organizations assigned more than 600 badges to more than 300 adults. Guides have been produced to show the interest of badges: valorising skills acquired through informal learning, maintaining motivation throughout a learning path, building confidence and self-esteem, digital acculturation, empowerment regarding one's abilities, easier presentation during a job interview, etc. Tutorials are available for the practical aspects: How to create a badge? How to manage your badges?... The different experiences of creating and assigning badges with their integration into training systems and the feedback from the various stakeholders are described in a collection of practices. They are available to give ideas to education stakeholders who want to be informed and better understand the various possibilities before engaging. All results are available in the five languages of the partnership, German, Spanish, French, Slovenian, Swedish and English at www.open-badges.eu.

ContextProject EU-OBP: European Open Badges Platform wants to assess, develop and promote the common EU platform for digital badges, targeted at adult education organizations, adult educators and adult learners that also represent the main target groups. Open badge is a file of the shape of an icon or medal issued to prove skills or achievements of people. The file contains metadata: name of the issuer, the criteria it was issued under, evidence verifying the credential and expiry date. Open badges are available as open standard any organization can use to create, issue and verify digital badges. Main advantage of open badges is their availability and representational opportunities. They present innovative tools for recognition of achieved soft skills to employers or educators, and could be included into EU-based Europass CV system.Common EU open badges platform will allow a) adult education organizations to offer digital badges to local and EU-wide public, b) adult educators to gain new IT competence and innovative tool for recognition of soft skills and key competences and c) learners in adult education possibility to be awarded with badges on EU level and use them for future job seeking or further educational needs.Objectivesa) Project EU-OBP wants to upgrade results from 2 Erasmus+ projects (iYOT, www.iyot.eu and OBADE, www.open-badges.eu) with participation of previously included organizations and two new partners.b) Partners will research available projects, platforms or organizations to deliver the complete EU-OBP web platform with » Reader«, “Toolbox”, » Guidelines«, all available as open source. c) Partners want to promote open badges for recognition of “soft skills” and 8 key competences in EU area, and anticipate at least 500 open badges for adult education available on the platform until the end of project.Participants- 5 partner meetings, 16 professional staff from adult education - 7 national multiplier events with 185 participants (adult teachers, mentors, stakeholders, adult education organizations)- 1 international conference in Slovenia with up to 100 participants (partners, adult teachers, mentors, stakeholders, adult education organizations, local municipality, national representatives from policy makers)- 25 initiated networks between partners and the local community (partners, stakeholders)- 500 registered users on web platform (adult learners)Activities P1 will prepare the Project Management Handbook and distribute it to at the Kick-off. It will contain a timetable with short description of every deliverable and name of responsible partner. It will also contain financial and administrative rules, budget monitoring with templates and rules of communication. It will be dash-boarded on the internal website and constantly updated.Management and monitoring activity assures effective and smooth cooperation among partners, prevention and solution of possible problems incurred, monitoring of activities and impact, attainment of the planned goals of the project.Implementation of methodology and IOs will develop all the IOs of the project. Methodology partners are going to use is: online desk research, interviews and telephone discussions, Skype sessions, working groups, individual research, digital and standard peer-testing of digital materials, proof-reading for finalization.O1 Reader will be developed until meeting 2. O2 Toolkit will be developed until meeting 3. O3 (EU-OBP platform) will be developed in Version 1 for testing phase and final administration before meeting 4 and finalized for multiplier events for exploitation. O4 (Guidelines) will be presented final conference in Slovenia.Dissemination and exploitation will be carried out from the start of the project up to 3 years after the end, based on IOs results and delivered through national multipliers, workshops and final conferenceIn summary, EU-OBP project will develop:-1 Reader for theoretical background on advantages of open badges -1 Toolkit for practical presentation of good practices -1 Web Platform offering open source access to 500 validated and already used open badges for adult education for recognition of soft skills and 8 key competences in common digital cloud space-1 Guidelines listing the procedures and activities needed for open badges implementation on 3 levels: organizational, teacher/mentor and participant level-140 new open badges, uploaded onto EU-OBP platform -10 videos to show how to create open badges and share them on social mediaThe project satisfies the needs of adult education organizations and educators to dispose of a easy to use, digital, motivating tool for identifying and documenting results of not formal, informal and formal learning. The project satisfies also the needs of adult learners to reflect on their skills acquired in not formal and informal learning, to have their skills documented and to share easily with peers and educators their accomplishments.