CONTEXT/BACKGROUND The relationship between parents and children is changing over time, with new technologies, modern ways of communication between children, different ways of spending free time parents are on a daily basis adapting to new information on how to communicate with their children, nurture their maturation and development and bring them up into confident and vigilant children. With the improvement of parent's personal growth, communication and their parental skills they are gaining solid grounds for further development of their professional skills as well. With this project we aim to influence the lives of adult educators, parents and children in a way so that all three groups gain valuable life tools. OBJECTIVESThe project aims to improve personal growth, communication and parenting skills of parents as well as professional skills of adult educators setting the following objectives:- to support parents who are low skilled in acquiring and developing skills and key competences (computer skills, language skills, financial skills, giving feedback, negotiation, assertiveness and goal setting skills, problem solving skills..),- to enhance the adult trainer's professional skills and ability to develop collaborative relationship with parents and their children,- to extend the competences of adult educators who support and mentor parents in the teaching of various skills through the use of digital technologies so that they can provide high quality learning opportunities tailored to the needs of both TGs,- to develop the innovative learning material for the adult educators/trainers/mediators and to adapt it to the digital platform for better collaboration between adult educators and parents and simultaneously, children,- to connect adult trainers and parents (and their children) through digital methods of learning and knowledge transfer, based on scientific findings of modern psychology and preventive sciences,- to encourage low skilled parents to develop and upgrade their personal growth, communication and parenting skills with adult educator's mentoring and guidance, - to implement the SKILLS4PARENTS model which will easily be transferable and used for solving different problems. PROJECT METHODOLOGY will be based on two principles: 1) The development of the outputs and products will be the best suited to the needs of the identified target group; 2) To make the outputs and products of the project sustainable, transferable and usable for a large number of stakeholders, and after the end of the eligible period. Next to the active involvement of the target group throughout project phases, the SKILLS4PARENTS project uses interdisciplinary approach in preparation, management and implementation by using the diverse knowledge and experience of the members of the strategic project team. In this way, interdisciplinary collaboration will ensure the realization of project objectives. METHODOLOGY consists of a set of activities of THREE INTELLECTUAL OUTPUTS to follow each other in logical way, as follows:IO1 - Methodological framework SKILLS4PARENTS,IO2 – Guidelines – SKILLS4PARENTS - train the trainer course,IO3 - Online digital platform and community.The project SKILLS4PARENTS will take 24 months to implement.SKILLS4PARENTS TARGET GROUP:1. ADULT EDUCATORS: We are aiming at adult educators because of their previous good teaching skills, knowledge on transferring skills as well as communications skills but also the motivation to work with parents who need guidance. 2. PARENTS: We are aiming at low skilled parents who will be motivated to participate in focus groups, interviews and data collection through which they would address their difficulties, needs and everyday challenges in raising their children. SKILLS4PARENTS project aims to involve:- at least 60 people (5 adult educators and 5 parents per partner organization) into the Methodological framework SKILLS4PARENTS,- at least 20 adult educators into the Train the trainer course,- at least 70 parents into the multiplier events (Parents Day) getting the information on possibilities to use online digital platform Skills4Parents,- at least 160 adult educators into the multiplier events (Parents Day) getting the information on possibilities to use online digital platform Skills4Parents,- to involve and inform at least 70 stakeholders from the partnership countries, out of which there will be 20 EU level stakeholders engaged from the P1 COFACE Families Europe.The project promotes the exchange of advanced methodology and the online digital education tool that can help to address common challenges related to the adult education priorities across the partner countries and on the EU level. SKILLS4PARENTS will have an impact on EU and national educational systems in the form of giving contributions to achieve the goal of EU community to become a knowledge society and the most competent knowledge-based economy with greater social cohesion.

The problem that rEUsilience tackles is of lack of adaptive capacities or resilience in some families. The context is of fast-paced changes in labour markets to which families are key responsive mechanisms, cushioning potentially negative impacts and enabling/disabling risk-taking. But some families cannot respond. The project answers 2 research questions: What challenges and difficulties are created or exacerbated for families by labour markets in the ‘new world of work’ and how do families try to overcome them? How do policies contribute to family resilience especially in terms of their inclusiveness, flexibility and complementarity? To answer these questions rEUsilience looks at what different families actually do in situations calling for adaptiveness (e.g., need to change labour supply, need to engage in training) and places this in a social and policy context through both pan-European analyses of existing data and new focus group research in 6 different countries (BE, ES, HR, PL, SE, UK). The project will identify the level of risk and socio-economic insecurity faced by families across Europe, their relative capacity to absorb socio-economic shocks and the role of policy. The project is organised in 2 pillars: a Stocktaking pillar and a Policy Lab. The pillars are designed to closely interlink in terms of evidence flow and mission, to share some methodologies and to have inbuilt pathways to impact. The Lab involves citizens and experts directly in policy review and problem solution and also uses simulations and other methods to road-test policy solutions. Among the outputs are: a compendium of the risk situation of Europe's families, a series of dynamic analyses of actual risk behaviour, accounts from families about how they view risk-taking and trade-offs between work and care, critical reviews of policies, a questionnaire on family resilience taken to proof of concept stage, a set of policy proposals and roadmaps for their implementation.

PATHS2INCLUDE will provide new, gender-sensitive, comparative knowledge-base on effective employment policies targeted at developing inclusive labour markets for persons in vulnerable situations in Europe. The study will examine the importance of intersectionality related to how context creates vulnerability, by focusing on three central labour-market processes: recruitment; career trajectories; and work exit. Through the involvement of national and European stakeholders, PATHS2INCLUDE aims to develop proposals for effective policies and to inform relevant policymakers with a view to maximising the project’s impact from a societal as well as scientific perspective. The project will combine diverse methods, data and disciplines (economics, political science and sociology) in innovative ways: (1) harmonised factorial survey experiment combined with qualitative interview studies with employers in four European countries (DE, NO, PL and RO); (2) causal analyses of comparative microdata; (3) microsimulation analysis exploiting the EUROMOD infrastructure. Linking the analyses of these data and the three central labour-market processes, will give original insights on how institutional and contextual factors shape barriers or mitigate risk of labour-market attachment among persons in vulnerable situations. These insights could include cross-national differences in employment-protection legislations and facilitation of care, regional differences in demand for labour, differences at company level related to the size of the firm, flexibilities in job tasks, and conditions that were affected by the COVID-19 pandemic, covering unemployment rates and infection-control measures across different segments of the labour market. The project will be implemented by an interdisciplinary consortium of seven research institutions and one European civil society organisation. The consortium has a balanced composition in terms of gender, stage of the career and area of expertise.

DigiGen aims to develop significant knowledge about how children and young people use and are affected by technological transformations in their everyday lives. The project is organised into eight distinct work packages. It will make use of participatory methodologies that moves the focus from “research on” children and young people to a focus of “research with” children and young people as co-researchers, co-creators and co-designers. The goal of DigiGen is to understand why and how some children and young people benefit from ICT use while others seem to be impacted negatively. It takes as its focus children and young people (from 0-18 years of age), a group growing up today that is described as the digital generation (DigiGen). Through sustained engagement with the digital generation, the project will include the use of innovative quantitative and qualitative methods and in-depth case studies. The cross-disciplinary team of researchers will enhance cooperation between home, schools and the wider community to ensure safe and productive ways of using ICTs. In understanding the impact of technological transformations as they affect the digital generation, we identify a set of systems that are important in young people’s lives. These systems include a focus on family (the home), leisure, education and the wider community (civic participation). The outcome of the project will contribute to the development of explanatory models that will inform relevant stakeholders and practitioners on the long-term effects of ICT on child development and on practices that maximise risks, minimise risks and maximise benefits.