"The development of technology, exponential in recent years, has transformed the way in which we relate, interact and communicate. Almost all people have access to mobiles, tablets or computers, which put communication tools in their hands. Just some data to contextualize: the number of mobile cards in the world (SIM used exclusively by people) was 7,800 million in 2017 (GSMA annual Mobile Economy report); Whatsapp supposes 60,000 million messages daily; this communication network and YouTube have 1,500 million active users per month, and Instagram 1,000 million. In addition, 80% of all content consumed online is audiovisual.However, and despite the fact that most adults use these tools, we cannot affirm that they have the necessary skills to understand and have real communication through them. Audiovisual communication goes beyond technical skills and involves mastering the audiovisual language. Audiovisual language is a code that is guided by rules that allow us to produce messages combining images (also in movement) and, sometimes, also sound.The audiovisual narrative is the key factor for communication. European adults need to activate and develop their skills in order to be, not only receivers of audiovisual communications, but also to produce and share their own messages. For this, they have to be able to understand the audiovisual language, build their message and create their story, select the most appropriate means to transmit their message (video, image, illustration), know and use technologies (programs and / or applications) that allow them to ""write"" their message and select critically.Thus, the project has worked to achieve these objectives, and developed a Training in Visual Narrative and Communication (audio), which is available openly and free online, in 5 languages: English, Spanish, Portuguese, Bulgarian and Polish.The project has been deployed around various activities, some of them transversal, which have been essential to guarantee the correct development of the project (they are those of management, evaluation and dissemination). And others, more specific to the creation of the IO - Training in narrative and visual (audio) communication, and which include:1. Working groups with experts in adult training and audiovisual communication - 23 professionals participated in national groups to provide support and guidance for the creation of the IO.2. Design and development of content, programming and creation of OERs, creation of communities, publication of the online program.3. Testing with users and experts - 577 people participated in the Facebook communities (one in each partners language, plus English), and 100 answered the evaluation questionnaires.4. Application of improvements and publication of final IO.During the implementation of the project, especially since the creation of the IO, a broad impact has been achieved. Thus, in addition to the aforementioned figures, we have verified the access of 920 people to the modules of the Online Training Program. Also, thanks to the support of the multiplier events, in which more than 80 representatives of organizations, adults and other stakeholders participated, or of social networks, through which we have achieved more than 2000 interactions, and 2063 visits to the project website.Thus, these results continue to improve despite the fact that the project has ended, and we see how the accesses are maintained and the partners are making use of the training materials with their students.We believe that these positive results are sustainable, since their use is allowing us to detect areas for improvement (mainly motivated by new features in Apps or resources), which are shared through Facebook communities, and are easily implemented in online modules, thanks to the design software used (Rise Articulate). This allows us to make immediate changes to the content, which is also perfectly displayed from any type of device (mobile, Tablet, PC)"

ACTING UP (http://actingup.eu) project addressed the problem of low level of participation of adult learners in lifelong learning. The project aimed to exploit the potential of drama techniques to increase the motivation of adult learners. The methodology fostered the work of trainers and counsellors supporting the adult learners. Experienced training and educational organisations from 5 EU countries implemented the programme in Poland, Scotland-UK, France, Portugal and Italy.The project set the objective to engage adult learners (especially those low-skilled with fewer opportunities) in continuing education through the use of drama techniques and up-skill them to find proper education and employment pathways.ACTING UP focused on two target groups:Firstly, it addressed adult educators, trainers, vocational counsellors, and socio-cultural practitioners who were being trained to use drama activities as pedagogic method to support vulnerable adult learners.Secondly, it addressed adult learners at particular risk of exclusion, those who require up-skilling or re-skilling, often affected by unemployment, restructuring and career transitions, and contribute to social inclusion, active citizenship and personal development.The main activities constituting Intellectual Outputs of the project included:1.European GuidebookResearch conducted in each partner country and development of European Guidebook – collection of best practices on the exploitation of theatre, movement and drama techniques as a methodological tool. The publication is available to download in 5 languages (PL, EN, FR, PT, IT) from ACTING UP web-site.2.Trainers’ Training on drama techniques.We designed Course curriculum and materials of drama training for teachers, educators, trainers, vocational counsellors and socio-cultural practitioners. We organised 5-days training in Porto for group of 25 trainers (5 people per country), which was very practical workshop-based event on how to exploit drama to support adult learners. All workshops’ exercises with instructions are described and illustrated with pictures and videos and are available on project e-Learning platform with the form of Session Plans in 5 languages (PL, EN, FR, PT, IT) and toolkit for downloads. 3.E-Learning Course for teachers, educators, trainers, vocational counsellors and socio-cultural practitioners (http://platform-actingup.eu) Trainings’ and workshops’ content in 5 partners' languages (PL, EN, FR, PT, IT) along with all materials supported with the pictures and videos produced by the partnership throughout the whole project are available on-line within project e-Learning platform. The e-Learning platform is available for everyone with free registration. It consists of Session Plans, Glossary (main terminology in 5 languages), Toolkit (all exercises divided by 9 categories/topics ready for downloading) and YouTube Channel: https://www.youtube.com/channel/UCUpvXo3dADA8a2EujFj8rOA. 4.Course for beneficiaries. Trainers who participated in the 5-days course on drama techniques in Porto were obliged to integrate some elements of drama to their regular training activities. Their proposals were collated in a common course for beneficiaries jointly developed by trainers from all participating countries. It is a comprehensive publication including ready to use scenarios of trainings grouped in 5 separate courses. Each one has detailed instructions for trainers such as: overview, suggested target group, objectives, duration, learning outcomes and finally exercises grouped within an annex with detailed descriptions. Apart from drama-based activities we present exercises implemented on regular basis by partner organisations within their chosen programmes. Course for beneficiaries is available to download in 5 languages (PL, EN, FR, PT, IT) from ACTING UP web-site.5.Piloting the course in each countryCourse for beneficiaries developed by European trainers’ team underwent testing in 5 countries. Each organisation selected 30 participants for the piloting phase. Trainers introduced their own programmes designed to specific target groups beneficiaries produced in respective national language. Beneficiaries had a chance to exploit drama for their further motivation and engagement. At the end of the pathway the learners under trainers’ supervision delivered a final performance during Multiplier Event with local stakeholders. Usually it was a sample of Theatre Forum methodology involving the audience, presentation of drama-based exercises or combination of both. In case of Poland, Multiplier Event had a character of more formal Final Conference at international level and was occasion to present all project results.Apart from main tasks related to 5 Intellectual Outputs all partners carried out their duties related to Project Management and Implementation that covered transversal activities such as coordination, dissemination, evaluation and participation in international meetings.

The Restart 3 Project addressed some of the multiple and complex barriers to employment faced by some of Europe's most vulnerable citizens - people with disabilities; people who face economic obstacles, including young people and the long-term unemployed; people facing cultural obstacles such as migrant workers; people who have health problems; people with social obstacles, such as lone parents; and people who face geographical obstacles. Developed in NI in response to the needs of lone parents, the innovative 'Restart' accredited employability programme combines: group work, individual life coaching, a work placement, practical help with CVs and job applications, with advice on personal finances, childcare and transport issues. Restart has already been successfully adapted for use with lone parents in 7 EU countries (including Poland and Italy) through the successful implementation and delivery of two separate EU projects funded through the LLP Leonardo da Vinci programme: Restart (2010 -2012) and Restart 2 (2012- 2014). The Restart 3 project adapted the Restart programme for use with other disadvantaged groups: people with disabilities in NI, people from migrant backgrounds in Poland, young people in Italy and lone parents in Spain, all of whom are at high risk of becoming excluded from education, training, employment and full participation in society. This project implemented the adaptation and evaluation findings from the previous Restart 1 & 2 projects and followed a similar methodology thus bringing added value to the new project in terms of its evidence base and lead partner Possibilities NI's experience of delivery in Europe using a tested and successful methodology. The project researched the needs of each of the target groups in their respective country contexts, the Restart programme adapted, translated where appropriate, pilot tested with a small group in each country (up to 10) and validated with methodology guidelines and reports created to document each stage of the project. Stakeholder seminars were held for relevant stakeholders to assist with the Restart 3 programme import, delivery and sustainability in each partner country. The project was evaluated and all of the reports have been combined to form the overall project report and final dissemination event was held in Belfast on 5 July 2016. A project website www.restart3.eu and a project film which is available on the Web-site was created and all the project outputs were disseminated widely by all the partners to national and international stakeholders. The project was link to the Europe 2020 Strategy (including headline education, employment and poverty targets) by ensuring that the most vulnerable people in society - young people, migrants, lone parents and people with disabilities do not get left behind or become further socially excluded. The Project related directly to the Erasmus+ objectives on equity and inclusion by promoting and facilitating access to the labour market, training opportunities to citizens from disadvantaged backgrounds at high risk of social exclusion. It contributed to the strategic framework for European cooperation in education and training by linking to ECVET and supporting the adoption of EU transparency and recognition tools such as EQF and ECVET. The project has had a positive impact in respect of employment outcomes and has contributed towards local regeneration and has impacted positively on beneficiaries taking part in the pilot in each transfer country by helping them move towards their goal of securing employment and achieving accreditation. The project has had a positive impact in terms of usefulness for VET providers, employers and agencies working to support each of the target groups and has helped reduce the number of unemployed persons within each of the partner countries by encouraging each partner to accredit and mainstream the programme for future and continued use. It has provided an opportunity for VET practitioners and managers to learn and develop new skills sets and areas of expertise with possible adaptation and use with other groups. The transfer and adaptation of the Restart model across Europe has contributed to a reduction in poverty levels among one parent families and the other disadvantaged groups at risk of social exclusion targeted by the project including economically inactive young people, people with disabilities and unemployed migrants. Restart 3 has improved access to employment for participants in each geographical area in which it was piloted. The project has also Increased cooperation of organisations and groups within Europe working with target groups and/or working in the field of lifelong learning and Erasmus+.

"Development in ICT has introduced a new communication medium in 21st century: “Social Media”, which is defined as “Computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks”. It has spread among societies rapidly, and has become one of the basic communication mediums. On daily basis, the time spent on social media is growing day by day, and a number of social, physical, psychological problems occur under the brand new concept: “Social Media Addiction” Social media addiction is a phrase sometimes used to refer to someone spending too much time using social media – so much so that it interferes with other aspects of daily life. There's no official medical recognition of social networking addiction as a “disease” or disorder. Still, the cluster of behaviors associated with heavy or excessive use of social media has become the subject of much discussion and research. Recently, social media addiction cases become subject of psychological or neurological studies. Plenty of clinicians have observed symptoms of anxiety, depression and some psychological disorders in people who spend too much time online. In this context, a ""social media addict"" could be considered ""Someone with a compulsion to use social media to excess for hours on end"". Researchers at Chicago University concluded that social media addiction can be stronger than addiction to cigarettes and booze following an experiment in which they recorded the cravings of several hundred people for several weeks. Media cravings ranked ahead of cravings for cigarettes and alcohol. Many academic studies indicate risks of social media addiction, indicating significant findings. Time management is the process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency or productivity. Modern educational strategies should focus on how to use the most precious resource in human life: “Time”.. Therefore, time management at school era is of the utmost importance. The project “Social Media Addiction, Social Life's Extinction - Online Slavery"" has been developed in order to create awareness and multidimensional understanding on the irretrievable negative effects of social media addiction of students. The basic approach of the project is protecting young people from harmful effects of addiction and promoting offline (non-cyber) activities. In order to achieve its goals, the project addresses students (target group), teachers, parents, and school administrations throughout implementation. The project combines the power of educational authorities with related institutions (NGOs, research centers, technology centers, social activity promoters etc), blends good practices done so far, and offers practical activities. The project also supports target groups with both educational services (questionnaires, seminars) and with practical actions (campaigns, contests, tournaments, clubs, outdoor activities), and promotes face-to-face peer interaction in order to avoid excessive use of social media. Built up in a “regional partnership” concept, “Social Media Addiction, Social Life's Extinction” project offers the partnership activities in 3 participating regions: Kahramanmaras (TURKEY), Alzira (SPAIN), and Lodz (POLAND)."

The main Objective European of Entrepreneurship for Speakers of Other Languages (EUESOL) is to target young adult Migrants (16-40 yrs) arriving across the EU seeking to create a new life through the establishing of new business growth and development within partner organisation countries. The EUESOL Project will provide specialised Entrepreneurship Language Training Skills, Skills Mapping/Mentoring and Specialised Business Planning/Training of new Business Start-Up Programmes. We are developing the project based on results of previous successfully delivered programmes. The project is based on feedback from previous domestic and EU project dissemination and Multiplier Events where we have had requests to combine Language Training, Skills Profiling, Vocational Training and Entrepreneurship Training. Hence the EUESOL Project. It also helps to address the very high unemployment across the EU, in many programme countries BME (both domestic and migrant numbers are high within the unemployment group). Although unemployment is low, between 3.8% and 9.8% the number of BME extremely high within this figure at around 48% of the unemployed, this number increasing dramatically due to the current pandemic, with further rises expected. Also within the UK and partner countries and the number of self-employed BMEs accounts for only around 4% of self-employment businesses, a growth here addressing the predicted 25% - 30%+ drop in EU Economic Activity.Hence, through local partnership working (across project partner countries), we have identified a need for Entrepreneurship support for this target group.Partners have been strategically picked to offer an arrangement of expertise from both the Private and Public Sectors, all who have a vast knowledge and experience in supporting this specific target group. Project will provide a range of Training Opportunities to cover all aspects of Self-Employment and through the array of partners’ expertise offer a full guidance experience leading to a new EU Entrepreneur. Delivery includes the first steps in skills mapping, experiences and aspirations of migrants with a view to them establish their own new business in a selected employment sector and utilise the support of Colleges/Private Trainers/Private NGOs along with use of Government Agencies such as Skills Development Scotland and Job/Employment/Regeneration organisations along with National Qualification/Accreditation bodies to support the project. The EUESOL project will assist in breaking down local barriers within host countries thus bridging business support and local communities through training courses in partners’ languages. We address a number of EU priorities including the “Achievement of relevant and high quality skills and competences” and “Enhancing access to training and qualifications for all” through new and innovative digital (VLE) training materials accessible to all.We will work closely with other VET colleges and adult training providers to establish specific learning materials, much of which will be available on-line and on the Virtual Learning Environment (VLE) which will open doors to a more flexible learning approach. VLE materials will be developed and integrated into 4 * 20 hrs Training Packs:* Developing a Business Idea (Various Sectors)* Finance and E-Business* Commercial Aspects of Law* Environmental Development Skills for Enterprise (This will include following new Government Guidelines to ensure reduced and zero carbon emissions as laid-down by local Government and Government agencies)* Training includes skills mapping of project beneficiaries/individuals to attain suitability for new-business start-upTraining will comprise of encompass BME/Migrant Green Entrepreneurship Language Training Skills, Mentoring and Specialised Business Planning of new Business Start-Up Programmes. Training materials and material assessment materials are aimed at EQF Level 4 and provide a minimum 9 EQF Credit points. Units will encompass an aspect of Skills Assessment. Training materials will be developed as Learning Outcomes to meet all partners’ requirements and allow for further development within ECVET allowing for additional flexibility and mobility opportunities across partner organisation and countries.Partners are addressing specific gaps in training faced by new Entrepreneurs and specifically Migrant Entrepreneurs, we look at the numerous barriers faced by Migrant Workers and Refugees: Language, Business Development, Integration Skills, Support Mechanism, etc. and break down these barriers through the dedicated language/skills training to allow better integration within sectors.Partnership involves Migrant Community Groups (Established and New) to direct the training needs of BME/Migrant Entrepreneurs. Partners have highly trained staff from both Public and Private Sector providing a wide range of training skills including advisors to local Government on Migrant, Refugee matters.