"According to the European Skills, Qualifications and Occupations (ESCO), there are a series of group works considered as ""Elementary Occupations"" (EO) (ISCO-88 and ISCO-89: sales/service elementary occupation, agricultural, fishery, mining, construction, manufacturing and transport, cleaners, helpers, street/related sales, services workers…). While EO's relevant areas of work are increasing its demand, with a growth of 8% in 10 years that is expected to continue, most of EU countries is reporting a surplus of workers in EO. It is expected that between 2015 and 2025 around 11.8 million EO job openings will appear on the EU, especially due to retirement (CEDEFOP, 2018). However, most of EO workers hold low or medium level qualifications; one of the main issues in EO is the increasing impact of certain skills in the future of the occupations. The project consortium has studied the context of elementary occupation workers and the needs from that labour sector, reaching the conclusion of the need to provide learning on digital literacy in companies, allowing their workers to improve the employability and give them the opportunity not only to become competitive in their concrete labour market but also access new, higher job positions.DIGITAL GURU intends to provide SMEs, employers and HR managers with innovative methods for an effective workplace learning management. The main objectives of DIGITAL GURU are:- Improve the conditions of effective workplace learning, including voluntary engagement, extensive contact, study time, and sustained formal and informal opportunities for acquiring and improving skills- Improve digital and literacy skills of low qualified adults- Extend the supply of high quality learning opportunities tailored to the needs of low-qualified adults to enhance their literacy and digital competences- Progress towards higher qualifications- Attract adults who would not participate in other forms of learning- Improve job satisfaction on low-qualified positions- Reach people who are not normally involved in continuous education or training- Promote Education and Culture in Lifelong Learning to raise shared values, especially at the European Year of Culture HeritageThe main target of the project will be SMEs, employers and HR Managers who usually deal with Elementary Occupation workers and offer them training. This main target will receive training on how to provide digital skills to the secondary target, which are low qualified adults working on EO (according to ISCO division).All major expected results are listed & detailed in the Intellectual Output and Training activities of the DIGITAL GURU project and are part of:O1. DIGITAL GURU Methodological toolkit for employers/HR managers on how to foster encouragement and motivation for professional and personal development, by using on-the-job activities with low-qualified adults.O2. Curriculum Programme for employers/HR managers digital literacy skills development. O3. Innovative DIGITAL CLASSROOM LAB for PILOTING on digital literacy skills in-company for employee's in low qualified positions/elementary occupation (ISCO).O4. Creation of an online environment and assessment tool used by employers and employees for IO2 and IO3 innovative training programme and IO1 toolkit."

<< Background >>STAND UP is a project focused on the fight against cyberbullying in VET, especially in IVET and middle VET. Although the European Union is currently very focused on the fight against cyberbullying, there are still important gaps; for example, the list of national agencies to contact in case of being a victim of cyberbullying, which is available in the COE, only includes half of the countries present in this proposal (IE and GRE). In addition, cyberbullying is usually focused and studied only in primary and compulsory secondary education; most of the available studies and materials are focused on students under sixteen years old corresponding to compulsory education, as is the case of Save the Children or Unicef studies. However, VET students, who are usually positioned between 16-24 years old, are not normally the subject of such studies, although if we look at the percentages of the 2017 Unicef study it is clear that bullying goes up as age goes up (there were 14% of participants victims of cyberbullying under 14 years old, and 15% under 16), from which it can be derived that students between 16 and 20 years old still need tools to help them in this area. And even more importantly, teachers, trainers and workers in VET centers who are in contact with these students need tools to know how to manage cyberbullying crises. There are some articles on the subject ( for instance, from the UOC), but they are not current and in many cases do not address the specific problems of EU countries, thus not providing customized solutions for the EU.In this context, the need that STAND UP seeks to fill is that lack of training given explicitly to VET teachers, as well as content designed for VET students. Not only that, it also seeks to give a tool that provides support to teachers, who in many cases have already denounced the danger they see in cyberbullying, and how it is increasing due to the widespread use of cell phones among adolescents and young people. At the same time, the aim is to provide a tool to help students who suffer from cyberbullying, through a mobile application that allows quick access to regional or national contact information, and that provides tools to raise awareness among students about the importance of the fight against cyberbullying. In this way, the most familiar tool for students (the cell phone) will be used as a contact method to solve the needs seen by this proposal.Finally, it should be noted that due to the COVID-19 health crisis in many cases students have had to confine themselves and work from home, having the Internet as the only method of contact with their classmates; this has also led to a higher percentage of students suffering cyberbullying (some studies place cyberbullying ratios 70% higher than before COVID). This need underscores the need for teachers to receive specific training to help them.<< Objectives >>The STAND UP project seeks to achieve the following objectives:- To provide VET teachers, educators, and professionals, especially in IVET and middle VET, with tools that will enable them to understand the process of cyberbullying, recognize signs in the classroom of possible victims, and understand how they can collaborate in their fight against it.- Give VET educators tools that will enable them to provide their students with the knowledge they need to understand cyberbullying and its consequences.- Provide educators with tools and skills to assist their students in case of risk of cyberbullying, or if they know of a case of cyberbullying, to know how to deal with the situation.- Create tools that support social inclusion inside and outside the classroom and encourage the creation of a positive school environment in VET classrooms, using teachers, trainers and VET professionals as a channel for change and improvement.- Support the use of an innovative and digital approach to support pedagogical change in VET.- Provide trainers and students with tools to respond to cyberbullying, now that COVID-19 has led to an increase in cases- Support the continuing education of VET educators.- Promote the creation of VET classes in which tolerance and a positive work environment are ensured, both among the students themselves and between students and faculty.<< Implementation >>STAND UP will carry out a series of activities to meet the anticipated needs and achieve the objectives. To begin with, the project will carry out extensive dissemination of the project results to ensure that the target audience is reached. The project will use Facebook and Instagram as the main methods of dissemination, creating content of interest to both target groups in both cases, but focusing on reaching VET students through Instagram; the project profile will become an anti-cyberbullying information area for its followers, providing VET students with engaging and necessary content to understand how to fight cyberbullying.At the same time, the project will carry out its three main outcomes:- Creation of a training specifically designed for VET trainers on how to detect and fight cyberbullying in the classroom, with content specifically designed for potential confinement situations and online education. The teacher training will be supported by practical content that helps teachers understand how to act in each potential situation, and how to promote a trusting classroom environment that helps potential victims of cyberbullying to come forward and seek help.- Creation of training designed specifically for students, in the form of visual and clear content to encourage students to pay attention and understand the information contained. The training will provide the student with information on how to act in the event of cyberbullying, as well as behavioral tools for those students who believe they are witnessing cyberbullying. The content of this training will be summarized in visual posters that will be shared on the project's Instagram, to bring such content closer to the students. - Creation of a mobile application in which both the training content for teachers and the content for VET students will be available. The mobile application will also contain a database with contacts at regional, national and European level, a repository of useful resources available in the European Union (such as complementary applications, articles, reports...), and lists of factors that may denote a case of cyberbullying, to serve as a behavioral map in case of doubts of cyberbullying in the classroom.On the other hand, the project will carry out a multiplier event in each country, to ensure the dissemination of the results not only among the direct target groups, but also other sectors of interest, such as educational centers, training centers, language schools, relevant authorities, etc.<< Results >>The STAND UP consortium seeks with this project a series of results, mostly directly related to the fight against cyberbullying, but also focused on vocational training. On the one hand, STAND UP seeks to reduce cases of cyberbullying in VET education, through specific training that helps teachers and students to identify such cases, delimiting them and seeking solutions that help the victim to overcome the harassment suffered. In this sense, the expected result of the project is a clear knowledge about ways to act in case of cyberbullying in the classroom, and also ways of identification.In addition, STAND UP seeks as a result to provide users of its mobile application with the contact details of those regional, national and European agencies focused on helping victims of cyberbullying. Often, students who experience cyberbullying are not able to find such agencies, whereas it is natural for them to use a mobile application; by creating STAND UP's app, it will make it easier for them to access such content, promoting contact between young people and the agencies that seek to help them.It also seeks to result in the conversion of VET students into advocates in the fight against cyberbullying; the use of Instagram to reach the target audience hopes to result in aware users who not only help end cyberbullying cases, but also promote an anti-cyberbullying policy in their groups of friends.On the other hand, STAND UP will result in training content explicitly designed for VET teachers. The aim is to increase the transversal competencies and soft skills of VET trainers, giving them new areas of training that will be innovative in relation to the content currently available.Also in terms of innovation, STAND UP will seek as a result to mitigate the negative consequences that COVID-19 has had in relation to cyberbullying. Cases of cyberbullying have skyrocketed during times of confinement, making even more necessary tools that are specific to fight this type of bullying, and STAND UP seeks to solve that problem.The tangible products of the project (training content for VET teachers, training content for VET students, mobile application, project website and project social networks) will be focused at all times on achieving the aforementioned results.

"The main objective of the ""JOB EMOTIONS CLUB"" has been for adult educators and professionals in the field of career guidance to obtain useful tools to help unemployed people who seek to reintegrate into the labor market to benefit, on the one hand, from the participation that comes with being a member of a Job Club, and on the other hand, learn and acquire skills related to Emotional Intelligence, which will promote their reintegration into the labor market. The following results set within the framework of the JOB EMOTIONS CLUB project have been satisfactorily achieved.R1. Conducting a research on the status of Job Clubs and the training of Emotional Intelligence in unemployed people searching for a job in each participating country.R2. Developing innovative materials RELATED TO INTRAPERSONAL AND INTERPERSONAL INTELLIGENCE that support professionals in the field of employment guidance for adults in search of employment.R3. Testing the materials developed during the project with employment advisors and unemployed people in search of employment in the different participating countries.R4. Analyze the effectiveness of the methodology and materials developed in different cultural, economic and social contexts (different countries).R5. Developing a guide for adult trainers and advisors describing the methodology to manage a Job Club where they work, as well as techniques of active job search, the training of Emotional Intelligence and personal growth."

This project was addressed towards increasing the financial literacy of marginalised communities who are at an increased disadvantage due to their comparatively low level of financial literacy and the way in which this is translates into daily life.Financial literacy is defined as: “a combination of awareness, knowledge, skill, attitude and behaviour necessary to make sound financial decisions and ultimately achieve individual financial well-being.”The aim of this project was to increase the target groups’ capacity to cope with the demands of life financially, in a different culture, with minimal support networks, and to enable them to increase their financial literacy through a series of interactive activities, outputs and extensive dissemination activities.The projects achievements are the successful development of the following innovative outputs:- Handbook/Guide on the Relationship Between Financial Literacy and the Cultural Aspects of Marginalised Communities - Framework for Financial Literacy Curriculum - e-Course on Financial Literacy for Marginalised Communities- Project Website (http://flimco.erasmus.site)- Social Media channels of the project (Facebook and Youtube)- 2 leaflets in all partner languages (12 leaflets in total)- 3 e-bulletins in all partner languages (18 e-bulletins in total)- 6 newsletters in all partner languages (36 newsletters in total)- 10 promotional videos in all partner languages (50 videos in total) - 118 stakeholders from within the target groups directly engaged with project outputs and testing phase- 251 attendees at 5 multiplier events across Europe promoting the project- around 50,000 wider relevant stakeholders reached through extensive dissemination and communication activities

"The aim of the European Year of Cultural Heritage was to encourage more people to discover and engage with European cultural heritage and to reinforce the feeling of belonging to a common European space. The motto of the year was: ""Our heritage: where the past meets the future."" As the European Commission states, “cultural heritage influences our identity and our daily life. It is part of the towns and cities, natural landscapes and archaeological sites of Europe. It is not only found in literature, art and objects, but also in the crafts learned from our ancestors, the stories we tell our children, the food we enjoy in company, and the movies we watch and in which we we acknowledge ”. Our responsibility as citizens is to maintain and preserve our customs and our heritage so that subsequent generations can enjoy it and learn from it, therefore, the PROSOA RURAL project places special emphasis on transmitting to young people the need to know the environment in which you live , take care of it and keep alive the culture that our grandparents transmitted to us.The PROSOA RURAL project has had as its main objective to promote the promotion of social and civic competences in educational centers in rural areas to encourage an entrepreneurial spirit in young people focused on the generation of local development initiatives that meet the needs of the environment where they live, based on or inspiration, the conservation and promotion of Cultural Heritage and Traditions. On the one hand, promoting active participation in society among young people will help foster roots among young people and stop the population drain that causes the flight of young people from rural settings, (with the risk that this entails for disappearance). towns and therefore their cultural heritage). And on the other hand, the promotion of social entrepreneurship contributes to starting local development initiatives linked to cultural heritage and the environment where they live, even becoming possible entrepreneurial initiatives that end up in a business, which would promote the settlement in the municipalities rural areas, and therefore, the maintenance of the towns and their traditional customs.For this, the PROSOA RURAL project has developed educational materials that support educators in training centers in rural areas so that they can transmit these values ​​to young people. These materials have been compiled into a guide for educators where the main themes are the promotion of active participation and social entrepreneurship linked to the conservation of Cultural Heritage and Traditions at local, regional, national and European level. The Guide consists of two training modules, which include theoretical content that train trainers and that they can transmit to young people in rural areas, and 50 practical exercises so that trainers have useful and proven tools at their disposal that allow them to promote these skills among the youth population in rural areas. The Guide includes a compilation of Good Practices in the conservation and promotion of Cultural Heritage, which we consider as a source of inspiration for future initiatives.The materials have been tested by youth trainers and by the young people themselves in each of the participating countries, which has made it possible to adjust the contents to the real needs of the beneficiaries. In addition, a virtual conference was held in each of the countries to show the guide and the educational materials included in it, as well as the main results obtained from the piloting phase. These events have involved more than 200 people in Europe, which we hope will become a multiplier effect that allows the innovative materials of this project to be transmitted to a much larger number of educators and young people throughout Europe.We hope that these materials contribute to promoting youth entrepreneurship initiatives in European rural environments that generate new opportunities for growth and mitigate rural depopulation, helping to conserve European cultural heritage."