<< Objectives >>1. Empower and equip Trainers & Education Activists (T&EAs) in necessary knowledge, skills, values, and attitudes to support a variety groups of supporters in maintaining their well-being and mitigating the risk of burning out.2. Invent the new education model helping (T&EAs) to work with a variety groups of supporters to help them in maintaining their well-being (Toolkit)3. Exchange and transfer good practices and experiences.4. Empower and equip the supporters in necessary tools.<< Implementation >>WP1 - Project Management (ensuring quality, inclusivity and monitoring, including Project management guide for partners)WP2 - Well- Support Toolkitwith 2 elements: Code of Conduct and useful tools and activities addressed to supporters.A training for 16 trainers being further test conductors.Intermediary project disseminationWP3 - How well support worksPilot testing - tests conducted in local environmentsTraining collecting, transferring and adding feedback to the ToolkitDissemination<< Results >>1. The Well- Support Toolkit (an e-file) for supporters consisting of:Code of conduct describing principles of well-being Practical description of good practices and tools. About 30 pages and multimedia files; 2. “How it works” video publication on presentation and conclusions from experience gained during the pilot – 40 min vlog and text (consisting of feedback and conclusions from: 1. the supporters and 2. trainers. All will be available in in English, national versions and Ukrainian.

The aim of the project “E-process in e-learning” was to find a way of inclusion ICT tools to trainers of adults' work and methods related to methodology of adult learning. The second aim was to increase knowledge in the field of open data resources, which can and should be used in nowadays learning, especially in distance learning.This project has combined the experiences of Partners from Poland, Belgium, Germany and Latvia in non-formal education and especially in e-learning and learning adults.Poland: NGO’s Trainers Association - Polish national, independent non-governmental organization. ince 1998 we help trainers working for the development of civil society at different stages of their careers. We run Trainers’ School (primary, advanced and specialized) as well as individual and group supervisions. We support coaches and trainers in individual professional and personal development.Latvia: Centre for Education and Innovation Research is a non-profit research institution, acting in the field of education and research.Germany: Wisamar non-profit orientated organisation in Leipzig, Germany, active in the project coordination in cultural, vocational and adult education.Belgium: The New Media School is a non-profit organisation. The NMS tries to enhance and to realise the educational use of new media in society and education.Participants: target group of the project are: trainers, facilitators, educators, project managers, who design distance learning processes and ICT experts. Below listed activities was taken during the project (from 09.2014 till 08.2016):• Research in each partner country regarding distance learning, finished with report (analyzing of the contents of e-learning access in each partner countries, the way of implementation of e-learning, what tools are used, what is the role of the trainers, how much the students are involved, what are their tasks to do.)• ToT (Train the Trainers course-seminars) for staff of the partners’ organizations (trainers, managers, experts) from each partner country (theoretical concepts, methodologies, methods, instruments, tools and techniques of a training: distance learning course). • Manual for trainers (about 40 pages), it contains: recommendations regarding ICT tools and active methods in adult learning, good practices.• Open Source Trainer Box (presenting all materials and outputs of the project and data and other useful information and open resources for trainers of adult)• 3 local dissemination events: in Germany Poland and Latvia. Their aim was a dissemination of the model of distance learning process, discussion about the challenges in this area.Each activity will take into account special needs groups, threatened by social and e-exclusion: elderly people or blind/visually impaired.Results:- 4 national reports of ICT used in non formal adult education (e-learning, b-learning, mobile-learning, others)- Manual/guide for trainers and educators using distance learning in learning process- 3 ToT programes for trainers interested in using distance learning in learning process- Trainer Box about Open Data Resources consisting of useful information about new technologies in learning

"The project ""Education by the way"" results from the cooperation of organisations focused on adult education from Poland, Czech Republic, Italy, Finland and Belgium. The project focused on the needs of low-skilled people who avoid non-formal education. These people become a group of ""educationally excluded"" - in a sense double losers - first because of poor performance (or bad experience) in formal education and second because of lack of motivation to participate or lack of access to non-formal education in adulthood. The challenge is not only access but also the shape of non-formal adult education. Therefore, the Partnership dealt with this topic and developed new approaches, methods and educational tools in a form adapted to the limited time and specific expectations of the participants. Therefore, the direct recipients are trainers and educators who conduct educational activities for people with low competencies, low motivation, and reluctance to continue education. Each of the four partners (except EAEA) works with people with low competencies (target group of the project). Among the trainers and educators cooperating with each partner, there are people with different experiences working with various methods and tools in their work for the target group in the environment of non-formal education. The opportunity to exchange experiences, good practices, and tools was an essential part of the project and the starting point for producing results. It was possible thanks to three short-term learning activities and the testing phase.The project's implementation allowed to invent and popularise new forms of out-of-school adult education, emphasising inclusive education aimed at people with low competencies. Thanks to our project, educators are equipped with tools (toolkit, textbook, practical conclusion) that will allow them to more effectively and engage in work with people with different needs. Dissemination and national events allowed Partnership to share products with a wide audience. The partner from Belgium (EAEA) made it possible to disseminate results at the European level. Products (outputs) created during the project:O2 - Methodological nuggets - toolkit - Descriptions of the best consortium methods, approaches and good practices used in working with people with low educational skills and their surroundings (family, neighbourhoods) with peer review from our trainers and educators. O3 - Education by the way. Manual for education activists working with people with low competencies (English and national versions) O4 - How it works - Recommendations and description of the implementation of manual for education activists working with people with low competencies (publication and videos)"

"<< Background >>The Project is based on the theme of the social inclusion of young people through the use of art therapy, understood as an educational tool that stimulates the intrinsic potential of the person, helps young people to develop - through creativity - their own life project, and thus they benefit from their self-realization in society. The aim of the project is to develop the ability of partner organizations to work for the social inclusion of young people through art therapy methodologies.The educational approach of art therapy is, in fact, particularly effective in promoting the social inclusion of young people, as it is capable of:- by far the positive individual potentials emerge;- significantly increase self-esteem;- increase the ability to react proactively to stress (resilience);- develop social and relational skills.These are important aspects of social research confirm as decisive for social inclusion(Repper & Perkins, 2003).<< Objectives >>The project will produce several results, among the ""intangible"" results we find:For YOUTH OPERATORS (direct target) who are part of the staff of the partner organizations, and other operators involved in the project activities:-increase of skills on educational and animation practices regarding social inclusion; in particular methodologies and educational paths aimed at the use of art therapy in its various forms, in order to promote social inclusion;- acquisition of knowledge and skills to carry out educational activities at a distance through art therapy, for the social inclusion of young NEETs;- acquisition of knowledge and skills to use art therapy to highlight the needs of young NEETs and to involve them in educational activities;- increasing the capacity for cooperation at European level (for youth workers and staff members of partner organizations).For PARTNER ORGANIZATIONS (direct target) that are part of the project:-improvement of skills on educational and animation practices related to the social inclusion of young NEETs through art therapy;- increasing the capacity for cooperation at European level.For YOUNG PEOPLE (indirect target) who will participate in the training activities organized after each meeting, the expected results concern:- development of personal skills (self-awareness, ability to express and relate, self-esteem);-improvement of the ability of young people to act proactively in their family and social context;- improvement of key skills, depending on the applied art therapy approaches (ability to use ICT tools, civic and social skills, cultural expression skills, etc.);- increase in the social inclusion of young participants, as a result of the skills and abilities developed.For OTHER ORGANIZATIONS (indirect target) of the third sector and educational institutions aimed at young people (reached by dissemination activities):- raising awareness of the importance of art therapy and education to promote social inclusion;-increase of skills on educational and animation practices related to social inclusion;- raising awareness on the European dimension of the phenomenon of social exclusion of young people and the responses to this problem.<< Implementation >>RESULTS AND TRAINING ACTIVITIESAmong the tangible results of the project we find:- 3 meetings in partner countries for the exchange of good practices on art therapy and education with young people, with specific attention to NEETs; each meeting will have a specific focus;- 2 remote preparatory meetings for training activities;- after each training activity meeting, the partner organizations will experience the methodologies learned by carrying out training and animation activities with young people (total 20 workshops).DISSEMINATIONThe project will carry out various dissemination activities (among the tangible results of the project) in order to disseminate the results of the project, to increase knowledge of the phenomenon of young NEETs in Europe and the importance of art therapy methodologies.<< Results >>Four results will be produced, namely:-R1 Collection of educational methodologies based on art therapy methods, for the social inclusion of NEETs;-R2 Creation of educational methodologies (Toolkit);-R3 Training module on educational methodologies based on art therapy approaches;-R4 Video tutorials on art therapy methodologies for the social inclusion of NEETs. The videos will be uploaded to the StoryAp portal (Stories for Active Participation- www.storyap.eu), the result of a European project in the youth sector."

On a European level, the integration of migrants in their transition in the labour market of the host country has been a main priority for political debate and policy initiatives in a growing number of EU member states. A main concern for professionals in charge to support migrants is to be equipped to address the diversity approach- the profiles of the public they address is more and more diverse.Professionals with a diverse profiles (in their professional path- social workers, educators, teachers, in their status- paid staff/volunteers, in the territory they are working on- rural/urban territories…) are not well equipped to support migrants themselves also diverse (in age, gender, countries of origin, languages…) to overcome the many obstacles they are faced to in the labour market. In particular professionals need to adapt to diverse demands expressed by their public (migrants) including linguistic, social, professional support but also and above all transversal competences.The main reasons for preventing migrants from a fair and efficient inclusion in the labour market are mainly: a lack of recognition of their experience including knowledge, competence and skills. It leads to a process of deskilling highly demotivating. Most of the time, it is uneasy for them to be able to justify a relevant working experience in the host country as they work in the “black market” (undeclared) or the work they do is irrelevant with their genuine qualification. The acquisition of the host language is a main obstacle even more difficult with this lack of recognition of their previous knowledge or competence. A vicious circle is easily built –that leads to social and professional exclusion.A main aim of the DiverPass project is to support the setting up of, an access to, upskilling identifications and screening, learning offers adapted to individual learning needs, recognition of flexible modes of learning and through the validation of skills acquire through informal and non-formal learning on the basis of suggested voluntary activities to migrant learners as relevant professional experience that may open the way to a qualification through a VPL process. The DiverPass project addresses: professionals/educators with various profiles (paid staff /volunteers, in urban/rural territories, with diverse educative background) working with migrants in order to support them in identifying and acquiring key transversal competences and therefore enhance their transition into the labour market Another public gather migrants with various profiles –low & highly qualified (at least a level of education equivalent to the Baccalauréat), male/female, junior/senior (at least 18 years), all types of status- refugees, asylum seekers, economic migrants, family reunification…) to facilitate the Valuing of Prior Learning (VPL) on the basis of their work experience and skills acquired both in their native countries and in the host country.The DiverPass project aims at supporting professionals/educators to tackle the following issues: a lack of recognition of qualifications and professional competences of the migrant learners they are working with (reference: Key competences framework, EC, 2006 & 2018) ; a high diversity among migrants in terms of status (administrative diversity), education (levels of education), reasons for migrating (economic, political, family gathering, studies…) ; a high diversity as well in the skills and competences required for professionals especially as they are also diverse in terms of status (volunteers/paid staff) and qualifications (in social work, teaching & training, migration issues…) ; and a lack of relevant training and methodology to combine a formal learning- for instance to assess a linguistic level (Common European framework of reference for Language- CEFR, since 1991) with a non-formal & informal learning (based on a voluntary experience)To achieve its objectives the DiverPass project intents to design : a training for migrant learners (IO1) to better equip professionals to support migrants in their social and professional integration ; a mentoring for trainers to apply properly this training among professionals with various profiles (paid staff and volunteers)- (IO2) to meet the special issues they are faced to- answering the expectations of public with various profiles ; and a guidance for anyone working with migrants (IO3) in order to enhance a key competence approach taking into account the diversity approach with a focus on diversity and mobility , combining formal, non-formal and informal learning (Bologna process & Copenhagen process).A main innovation of the DiverPAss is to enhance a relevant competence strategy among both educators and their learners (with migrant background), combining formal/non formal/ informal learning based on a voluntary experience to be expressed in terms of competences- mainly KC2- multilingual competence and KC6- Citizenship competence.