Encouragement of migrant women’s entrepreneurship skills is one of the easiest ways to create jobs for themselves, but the courses are mostly focused on language skills and education. Migrant women need support in their integration into the labour market.

Three partners from Sweden, Italy and the Netherlands initiated and conducted the Erasmus+  Strategic partnership project “Empowering migrant women through building entrepreneurship skills”. The project was focused on developing migrant women’s competencies and their successful integration into socio-economic life.

The objectives of the project were:
– To improve employability, social integration and civic engagement of migrant women through the development of entrepreneurship competencies;
– To encourage social integration of migrant women through social participation and mentoring.

Direct target groups were:
– migrant women (especially the most vulnerable groups: non-Western migrant women and migrant women with a low educational level),
– adult educators working with migrant women.

Intellectual outputs included the following:
– Migrant women mentoring program in English 
The program aimed to share experiences of successful female migrants with newcomers and to encourage their integration and social participation by providing aspirational role models, practical advice and psychological support,
– MOOC “Migrant women integration in the labour market” aimed to improve professional skills for migrant women, increase their participation in the activities leading to employment and build key competencies necessary for successful economic integration in the host society and promotion.

– The handbook for social workers and adult educators working with migrant women aimed to tailor their programs to the educational and professional goals of migrant women in English.

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project was prepared under the leadership of VsI "Saules stygos" from Lithuania, in cooperation with Turkey, the Netherlands, Italy and Poland. 

According to Eurostat data, more than 50 million people in the EU have more than one chronic disease, and this number will increase significantly in the near future. This increase constitutes 20% of the GDP of health care expenditures. For this reason, it is essential to reach out to project partner countries and across Europe through the Erasmus+ project.

The project aims to reach multimorbid elderly people who have fewer opportunities and improve their living standards. It aims to support older people living in rural and remote areas or people over 65 who experience any potential discrimination on the basis of age. This project will help overcome the barriers faced by this group in accessing program opportunities, as well as the creation of inclusive environments that promote equality and equity and respond to the needs of the broader society. In the context of the chosen theme, this project aims to support local learning environments, social inclusion, and civic engagement through partners. 

PABSEM will enable multi-morbid individuals over 65 to benefit from lifelong learning opportunities using developing technologies. The PABSEM project encourages local learning centers, civil society, and university research centers to work together to enable and motivate adults to learn life skills and key competencies.

Project LAB-ADA objectives are to create outputs useful for adults, adult educators, labour advisors, policy-makers, social partners, public employment services and learning providers that can help to create better opportunities for adults with low skills. What is more, the majority of low-skilled adults takes part in learning to advance their career. However, learning opportunities do not always equip them with the skills needed for the labour market. 

Only two in three adults think that participation in training helped them achieve positive employment outcomes, such as performing better in their current job, being promoted, getting a (new) job or a higher salary. Further, two in five adults who take part in training, participate in health and safety training only, while knowledge of health and safety is an important requirement to reduce the likelihood of work accidents. We will work in the innovation to make adult learning more interesting and relevant for adults with low skills.

The direct target groups of the LAB-ADA project are low skilled adults and adult educators. Needs of the target groups will be fulfilled, while supporting: a) adults with low skills to upskill and reskill which is imperative for a future of work that is both more productive and inclusive; b) adult educators giving them tools of non-formal digital learning opportunities.

Additional to the Target group of the LAB-ADA project, target group of results use will be:

-Formal and non-formal adult learning providers including secondary schools, colleges, universities, employers, unions, and community centres, non-profit organizations, public libraries, private companies, religious institutions, museums, etc.

-Individuals: Employed, unemployed adults, with the deferent purpose, including job or career reasons, belter wellbeing reasons, educational reasons, or personal interest.

-Adults education administrators, programs designers, etc.

Project wants to develop innovative training for older people 60+ (pensioners with differences in each country) using a combination of reminiscence tools and artistic skills. The Care-Arts training (face to face) is a social laboratory based on informal learning thanks to a methodology based on expressive arts (photography, visual art, music, theatre ). 

The creation of this training involves various professional figures (psychologists using expressive therapy methodology, educators, experts in photography and expressive arts, trainers experienced in adult education, artists). Therefore, the Project aims to respond to a target in conditions of social isolation (seniors) and, on the other hand, to professionals stressed by the economic crisis due to the COVID-19 pandemic (artists). 

FSW is an art and health Project that explores the link between memories, creativity, and well-being with the following objectives: 

-the reduction of seniors isolation; -the improvement of their social participation;

-the improvement of personal competence and abilities (cognitive, social, communicative);

-the improvement of the intergenerational dialogue between seniors and their relatives;

-the generation of new relationships between seniors and their neighbors;

-the generation of neighborhood networks, local communities (support between citizens and families living on the territory);

-the decrease of structured social support thanks to the Project;

-the engagement of seniors in other cultural and social opportunities offered by local institutions/entities (i.e. social clubs); -

the involvement and engagement of local institutions;

-the development of new professional competencies on seniors training;

-the increase of training services involving seniors;

-the increase of visibility of partners in adult education at the national and international levels.

The arts sector has been hard hit by the crisis following COVID-19: the closure of fairs, exhibitions and shows has caused the loss of many opportunities. For these reasons, the project directly involves artists and experts of expressive arts, victimsof the economic crisis. Our Project aims to respond to a target in conditions of isolation and, on the other hand, to professionals stressed by the pandemic.

 Specific objectives for the direct target group seniors, for their communities and for our organisations are:

-To prevent and reduce loneliness and social isolation of older people;

-To improve their personal competence and abilities;

- To promote and generate intergenerational dialogue;

-To contribute to developing local social inclusive contexts;

-To develop professional multi-sectoral competencies on seniors training; -To increase training services involving seniors;

-To increase the national/international visibility of our organization in the adult education sector.

Climate change, environmental issues and sustainability are topics of significant importance in the modern world. By halting global warming and mitigating its impact, Europe hopes to become the first climate-neutral continent by 2050. 

With Europe’s latest development policy, namely the Green Deal, there is a great expectation and movement towards circular economy and bioeconomy. At the same time, companies’ actions have a major impact on citizens’ lives in the EU and around the world and EU citizens expect from businesses to be aware of their positive and negative effects on society and the environment. Consequently, companies are obliged to handle and minimize any negative consequences they may cause, and this obligation is commonly known as Corporate social responsibility’ (CSR). 

For decades, an increasing number of large entities are acting on CSR activities, however, only in the last years, public attention and government actions to promote CSR have begun to concentrate on the majority group of SMEs. The growing knowledge of climate change and its causes, demands that businesses consider environmental impacts across their value chain while, the 2030 Agenda for Sustainable Development and adoption of the United Nations Sustainable Development Goals (SDGs) in 2015 now guide the world’s approach to sustainable development.

GreenMinds benefits will be:

• To promote the significant importance of corporate environmental awareness and practices and the adaptation of relevant CSR activities by VETs.

• To address and map the current needs and requirements of VETs, concerning their environmental CSR activities.

• To provide VETs with insight into critical CSR tools and information to support their work.

• To create a CSR Green Book for VETs, a detailed step-by-step guide providing insight on the best environmental CSR strategies, targeted for VETs.

• To assist our target groups, by providing an appropriate framework and communication methodology for CSR adaptation practices.

• To assist VETs in examining issues in a new perspective and support initiative-taking.

• To enhance green business opportunities among VETs through the networking element provided by the online platform.

• To facilitate knowledge exchange and environmental awareness among VETs.

According to the recent Eurofund survey, all EU countries were negatively affected by the pandemic. In spring 2021, there was an overall increase in negative feelings, anxiety, loneliness, and depression, across most social groups. An increase in depressive feelings was recorded particularly among younger groups; 64% of young adults (18–34 years) are at risk of depression, while the highest increase in loneliness was recorded for senior citizens.

We plan to achieve this goal by developing an educational program and a non-formal learning methodology focused on improving physical health and psychological well-being of people suffering from long-term negative consequences of the Corona crisis. 

The adult education program will be focused on developing lifestyle skills that will help learners to cope with the psychological stress, to build resilience in the face of loss and grief, to share negative experiences with their peers and to gain psychological support. The innovative non-formal learning methodology for adult educators will be based on storytelling and will help to improve the competences of educators in dealing with vulnerable groups suffering from negative physical and mental consequences of the global health crisis. 

Storytelling is a powerful tool that helps people to make sense of stressful events and traumatic experience. By telling their stories, people from vulnerable groups, including young adults and elderly citizens will gain agency and the sense of control of their life. Storytelling as a non-formal learning methodology will help in building resilience, positive thinking, coping with loss and grief and getting support from peers and healthcare professionals. This methodology will be used to develop a webinar for adult educators working with vulnerable groups (young adults and senior citizens). 

Participants will be able to improve their competences of giving support to vulnerable groups by encouraging storytelling, active listening and empathy. We also plan to develop an online course for people suffering from the negative consequences of Covid-19 crisis, focusing on two groups: young adults and senior citizens. Both young adults and senior citizens suffered from the limitation on their physical and social activities that negatively affected their physical and psychological health. However, their challenges are different. While young adults could compensate the lack of social contacts by using digital networks, senior people often lack digital skills. 

On the other hand, senior citizens have more resilience, simply because they experience more negative events in their life. By sharing their experiences and co-creating solutions these two groups can help each other to get back to normal life.

As indicated in the report “Polityka klimatyczna i jej realizacja w pierwszej połowie XXI wieku”, in Poland, as in other post-socialist countries, in terms of building social capital, pro-environmental education, especially of young people (at the level of primary and secondary education) is still not included at all.

The need to counteract climate change, after the conclusion of the Paris Agreement in 2015, is deliberately neglected in the education of subsequent generations of young people, which leads to the lack of noticeable involvement of adult Poles in pro-environmental movements, including climate change, and the lack of tendency to take pro-ecological actions and activity in everyday life.
As indicated by the participants of the World Education Summit (2021) organized by the Education International (EI), which associates trade unions of education and science workers from 178 countries, teachers and educators can be an important link in making people aware of changes climate and the effects they cause – and these are probably already visible in every country on our planet.
The same role can be played by the professional of VET education, both administrative and substantive (trainers, vocational counselors, educators, coaches, facilitators) as people who have daily contact with adults in their work – they can contribute to increasing environmental awareness and promoting pro-ecological behaviors that prevent faster and faster transformations of the climate on earth.

The project objectives are: To help VET members and learners understand the impact of environmental challenges and increase “environmental literacy” of VETs, by strengthening the capacity of local communities through active environmental education. VEforCA will promote education for change, developing critical active citizenship and advocacy for sustainable development, pursuing the following specific objectives: – To increase opportunities of VETs to engage with their communities in environmental and climate actions while enhancing their ability to think critically; – To develop an open e- learning programme for VET educators empowering them to support community engagement for the environment; – To develop a set of resources to increase and measure eco-consciousness among VETs; – To encourage a shared decision making process and co-design of environmental policy initiatives by applying a multi-stakeholder approach; – To ensure wide and sustainable access to the project results among VET learners, educators, CSOs, and policy-makers.

We do everything possible to keepour computers, bank accounts and families safe. Our list ofto-doscontinues to grow as our use of digital technologies increases. While thesetasks are rote to mostadults, we can’t expect that our learners will follow our lead.It is our responsibility that people know how to do more than surf the web and consume media.

Everyonefrom classroom teachers to technology coaches and school administratorsshouldlead the discussion on digital literacy.Here are some ways to make sure tostay safe and secureonline.Teaching digital responsibility is not just for middle school teachers or library media specialists. I

t’severyone’s duty. Consider developing a digital media scope-and-sequence to address what should betaught at each grade.Being alertbeing aware of online actions, andknowing how to be safe and create safe spaces forothers onlineis one of the five competencies of the #DigCitCommit campaign, as an example.

As more and more of our lives arestored and spent online, it’s hugely important that we understandhow to protect both our devices and our information from malicious elements online. Leaving yourdevices unprotected can result in anything as small as a slower computer (not so small if you’ve gota deadline coming up), right through to losing all the money in your bank account, to identity theft.

Just by taking a few of these simple steps you can improve your safety on the web and stop yourselffrom becoming a target online. Whilst web security across the board is a good idea, it’s mostimportant that you show the utmost caution when dealing with:Financesanything to do with money, from online-banking to paying for anything through a website.

You need to make sure that you are taking the utmost care of your information. Banks often providea series of checks to weed out false login attempts but that’s no guarantee of protection if you haven’ttaken precautions about who has your information.Outside of online banking you need to be even morecautious. There are several services available toyou as a buyer now, such as Amazon payments or PayPal, which offer you more protection than youwould get just putting your information into a website and we recommend you use those as much aspossible.

Another issue you need to be aware of is malware, or computer viruses, as these can log everythingyou type and even perform browser injections’ or “highjacks” that show a web page identical toonline banking. There are various tricks that make this work, but the end result is the same someonehas access to your cash and can effectively lock you out of your own account.Contact detailsYour email is a popular striking point for malware. Make sure that you only give it topeople and websites you feel you can trust. 

Furthermore, make sure that you protect your physicaladdress online as well as your digital one as that information can be used to steal your identity.