The HELP project has aimed at developing tools for the training of older people in Europe in the adoption of healthy lifestyles on nutrition, physical and cognitive activity, rest and sleep habits and socialization.The project is based on the European need to improve the quality of life of older people through guidance, counseling and training through their active participation in education, and the improvement of assistance services for the elderly in terms of cost-effectiveness The WHO (1994) estimates that one in nine people is 60 years old or older and it is estimated that by 2050 one in five people will maintain unhealthy lifestyles, following: unhealthy diets, poor physical and cognitive activity, bad habits Rest and sleep, as well as lack of social participation. Therefore, in addition to the elderly, the project has other target audiences related to aging, such as experts and professionals who assist the elderly and who are interested in obtaining knowledge and skills to train older people and help them in the adoption of new healthy lifestyles.To carry out these objectives, the consortium consists of three entities from three different countries: AIJU (Spain), CIS (Italy) and E-SENIORS (France), which have worked over two years with the objective to develop two clearly differentiated products:•On the one hand, and as a first result, it has been the development of an electronic GUIDE to train the elderly (65+) of Europe in the adoption of healthy lifestyles based on 5 major areas related to Quality of Life : healthy diet, physical and cognitive activity, rest and sleep habits and activities for the promotion of social participation. Each organization has been responsible for collecting the necessary information from the native users of each country to establish the needs and requirements of the elderly. This electronic guide collects knowledge about priority action lines to improve the quality of life of older people. To develop this digital content, the usability and accessibility of the elderly has been taken into account, taking into account criteria for the development of interfaces for this group. The member organization of the project that has been in charge of coordinating Result 1 has been E-Seniors, with the close collaboration of AIJU and CIS. •On the other hand, and as a second result, an open Platform has been developed to be used by older people with a technological base that is capable of serving as a training tool on healthy living habits and quality of life. To achieve this goal, apart from integrating the e-GUIDE (Result 1), it includes minigames and activities that facilitate the integration of knowledge about healthy habits, as well as channels to contact other users and experts in the field as a way to share knowledge , experiences and related contents, integrating different complementary elements: An open online network for elderly people where they can learn to control the risks of their health and maintain healthy lifestyles; A system to collect all existing resources on the Internet, differentiated by type of healthy care (intervention areas related to quality of life); An online chat to share experiences, doubts or everything you need at this moment and an online tutoring and consulting system. The member organization of the project that has been in charge of coordinating Result 2 has been AIJU, with the close collaboration of E-SENIORS and CIS. The HELP project has had a great impact for the European centers of major participants in general and for all the users who have been able to enjoy the results of the same in particular, for many reasons. The first of all has been the awareness of the importance of assuming healthy habits of life for the improvement of the quality of their lives, the second, the awareness of their European identity beyond the borders of each participating country ( fruit of the experience of joint work and exchange of ideas between different countries) and thirdly, learning about other cultures and countries and feel important for their contributions made to the project and serve the European community. In addition, the project has served as a fundamental tool to promote interdisciplinarity and as a Social Space of awareness and exchange of related content new health patterns at all levels. All the developments carried out in the HELP project during these two years can be found on its official website: www.helpageing.eu.

The global warming recorded in mainland France over the last century is about 30 % greater than the average warming throughout the globe. The average annual temperature has risen by 0.95 °C compared to 0.74 °C globally. These values are even higher for only the second half of the 20th century: increase of 1.1 to 1.5 °C over the period 1950-2000 (ONERC, 2007/2009), or 1.5 °C over the period 1959-2009 (Ribes et al., 2016). Over the period 1961 – 2015, changes were studied in observed extreme events in the French Mediterranean in terms of their intensity, frequency, extent and precipitated volume and analysis shows an intensification of the most extreme events over the last decades, probably due to man-made climate change (Ribes et al., 2019). Therefore, in France education, training and public awareness on environmental issues seem imperative, especially for young people. International frameworks on climate change and sustainable development policies, support youth education and participation, as major stakeholders, in responding to climate change (United Nations Conference on Environment and Development, Agenda 21). Youth participation promotes active citizenship and the empowerment of future generations to engage in environmental governance, including climate change governance. The UNFCCC, through its Article 6 on Education, Training and Public Awareness, calls on governments to implement educational and training programs on climate change to educate, empower and engage all stakeholders. The Doha Work Programme on Article 6 of the Convention adopted in 2012 has also targeted youth as a major group for effective engagement in the formulation and implementation of decisions on climate change. Unfortunately, presently, actual implementation of policies at regional or national/local levels is typically lacking or insufficient, especially in developing countries (Narksompong & Limjirakan, 2015). A growing body of empirical research and practice is emerging that emphasises young people’s capacities to influence and participate directly in efforts to learn about, prevent, prepare for, cope with and adapt to climate change and extreme events (Tanner et al. 2009; Haynes, Lassa, and Towers 2010; Walker et al. 2012).In this context, CLanIMATE Change project could contribute to young people's increase of awareness and empower them in tackling climate change through short animation production, as an effective tool that can give voice to young people in policy debates on climate change. According to Lunch and Lunch (2006, 10), animation production is an easy way of bringing people together to explore issues, voice concerns or simply to be creative and tell stories. Indeed, animation approach enables youths to be in charge of their learning process (Waite and Conn 2011) and allows them to learn in an interactive environment between them, the community and their trainers (Youth workers). CLanIMATE Change youth project will encourage youth to study climate change issues, their causes, consequences and solutions, as viewed by them and their community (Sandercock and Attili 2010; Garrett 2011). The process of animation development and screening would be an effective driver for social change and the end result will be used as a medium to promote youth participation in public awareness and active citizenship to empower people engage in environmental governance, including climate change governance. Therefore, having as target group youth workers and young people, we propose a project with the following objectives:•To provide an accessible way for young people to take action on climate change, through deepening their understanding, engaging and motivating their wider community, and also shaping and creating their own animation, in order to communicate their messages and perspectives to decision-makers and the public.•To deliver training courses to directly train the target group (young people) in a set of skills and key competences related to animation production as a means of raising young people's voice, and deliver these courses to a target group of Youth workers, in order to amplify and perpetuate their ripple effect.International cooperation within the framework of this project is an important factor that will allow partners to present, according to their expertise, a complete training in skills and competences needed to develop an animation as a tool to empower young people to tackle climate change. Youth from different countries will have the chance to meet, exchange experiences, concerns and recommend common actions to tackle the negative impacts of climate change for a more sustainable future for them and the generations to come. This will be the starting point for the delivery of a comprehensive tool for youth, having a trans-European character, which can be utilized as a means of rising voices,’ mobilization and policy dialogue development on local, national and international level.

The aim of the project is to develop the Training course on the management of European educational partnership projects for adult learners. The course will addressed to small non-profit organisations in Europe, that are not experienced in project management and would like to develop their own project and become the leaders and coordinators of them. Project partners and their roles:Applicant, project coordintor, training course author on Project management, monitoring and evaluation: Fundacja Ad Meritum, Warsaw, PolandTraining course author on ICT tools for project management and dissemination (module of training course): Aiju, Ibi, SpainTraining course author on Leadership approach in project management (module of training course): Top Coach, SlovakiaTraining course author on Communication and Conflict management (module of training course): Neotalentway, Granada, SpainThe project is the result of FAM and AIJU involvement in project management of Erasmus+ strategicpartnership projects, the staff of FAM and AIJU would like to share their knowledge, experiences andcompetences gained in this area with other project partners and other adult educators in Europe.The course program will be based on case studies from ongoing and past project, the courseparticipant will have to work on the solutions of the real project problematic situations, the course willbe combined with the working methods as: learning from each other (exploring the topic and teachingothers on it), group working to solve problems, workshops - to create the concepts, tools and todevelop the parts of the project.For topcoach (TC) and Neotalentway (NTW) partners the project will be innovative, these partnerswill develop their competences, knowledge and experiences in Erasmus+ projects, however theproject results will be complementary to their competences in management.The results expected during the project implementation:- developed “Project Management Training Course for Small Non-profit Organisations in Europe” -training course program and materials, including ICT tools for project management anddissemination, focused on the sustainability of project results.The results expected on project's completion:- the adult educators from all Europe from small non-government organisations will have the accessto training course program, materials and tools via project website and Erasmus+ results platform;- the adult educators from all Europe from small non-government organisations will have theopportunity to participate“Project Management Training Course for Small Non-profit Organisations in Europe” underErasmus+ Key Action 1 (mobility of adult educators), offered by FAM in the cooperation with projectpartners.Our project target groups:Local level:The target group inside our partnership are the adult educators from our organisations, involved in working in Partner organisations on educational projects' implementationNational level:The target group outside our partnership are the adult educators in our countries working for small non-profit organisations on educational projects' implementationEuropean level:The target group outside our partnership are the adult educators in European Union working for small non-profit organisations on educational projects' implementationThe motivation to define such target audience is that the small ngos usually do not have the access to high quality trainings on Project Management of European Educational Strategic Partnership Project, due expensive costs of such trainings, by supporting them in facilitating this access, we want to support the development of these organisations and - at the same time - to improve the regional educational programs development through educational European programs implementation.The project impact:On participants (direct project target group - adult educators from Partner organisations):To Improve, extend and update their knowledge and understanding of the project managementon EU projects;to strengthen their project management skills through numerous practical exercises;to learn in a multicultural atmosphere to extend their personal and professional networkOn Partner organisations:The project results - Intellectual Output product - will be used by Partner organisations and will enrich their education offer.They will offer the developed training course for small ngos from their regions and countries as well at local, regional and national level as atEuropean level as structured course to be applied for by adult educators and other personnel working with adults.On the stakeholders - small ngos:- to have the access to high quality training on Project Management of European Educational Strategic Partnership Project

Technical and technological development in modern industry imposes the need to review education of mechatronics and the skills required in their professional work.The objective of the partnership was to look at the process of vocational education in the mechatronics industry from the perspective of industrial change and the employers’ expectations of their employees. We have adopted the task to modify the education program in the profession of mechatronics by adding context that had not been previously included in the curriculum. Our objective was to select the curriculum content and teaching tools that would make learning a profession more interesting and enjoyable.Through our efforts we have aimed to develop new methods and tools in the field of vocational education, which will enable teachers of the profession and students to actively cooperate with each other.Participants of the project:1. Polish educational institutions providing vocational training, among others in the profession of mechatronics technician.2. Polish company engaged in supporting vocational education and training activities.3. The Spanish research and technology centre, whose field of activity is conducting research and supporting the development of industry, and in particular the implementation of technological innovations.4. Italian training and mentoring centre combining vocational training with higher education, its aim is to develop entrepreneurship, competitiveness and innovation of enterprises.Within the framework of the project we realized 6 intellectual outputs:1. Designing a model for teaching mechatronics (with on-line access);2. Developing assumptions about the use of the scientific model in teaching mechatronics;3. Designing the usefulness of the models in enterprises;4. Software and set of assumptions of using the model in vocational training;5. Preparing interactive module and technical documentation;6. Innovative program of using interactive educational module in mechatronics.The methods adopted for the project and during the cooperation:- task-based work – taking on the task of developing and preparing an interactive learning module for mechatronics engineering;- conceptual work - adoption of conceptual assumptions and functionalities of the educational module, which is supported by training;- designing work - selection of mechanical solutions, electronic controls and necessary software, which is supported by training;- development of solutions - verification of accepted assumptions and planned functionality;- design and testing phase - preparation and conduct of prototype tests;- phase of implementation - application of the adopted solutions in the practice of vocational training.The first phase showed how to use the module in interaction-based learning processes, primarily in terms of decision-making autonomy and the ability to assess student performance. In phase two, the task, the concept of functionality and possibilities of using the method were all defined. The project was then developed in a practical form, taking into account the constructs of the future work of the students. A set of assumptions and a description of the software structure takes into account information about the expected and possible behaviour of all elements of the module and their relationships in the learning process. Designing the model plays the most important role in achieving the project goal.The concept of the training program is based on an interactive educational module that includes the educational content of the educational platform and a toolbox containing the elements needed to assemble the physical model and its programming. The strategy of acquiring knowledge and skills in this solution promotes active learning through practical problem solving rather than the classical memorising of knowledge.Thanks to these solutions it will be possible to improve the implementation of the didactic process at school, improve the quality of education, stimulate students' motivation to learn. The adopted solutions also created opportunities for students to self-study based on the prepared educational model.This activity will obviously help the human capital that goes to companies that use mechatronic systems in their production processes.The anticipated long-term benefits of our project is the opportunity to further collaborate and exchange experiences, knowledge and good practices by further maintaining the EDUTRONIX web platform. It is also an opportunity to learn practical solutions in education, raise professional qualifications, establish contacts and develop or transfer innovations.

If we say that a picture is worth a thousand words, we can say that a video is worth more than a million words. The history of humankind is linked to images: from prehistoric rock paintings to Egyptian engravings, fresco paintings in churches, illustrated books in the Renaissance, up until today, where for example the marketing industry is continuously using images to transmit thoughts. Everyday items like t-shirts, or road signs, messenger app icons allow us to understand and relate to each other through images. The human brain is capable of processing visual information way faster than textual information. The visEUalisation project shows how and why the use of the so-called visual thinking concept is beneficial for teaching. Visual thinking aims to show simple drawings and short texts, thus representing complex ideas.Project visEUalisation provided specific knowledge and techniques for trainers in adult education in order to enable the trainers to develop animated videos for their educational settings by applying a culture of visual thinking. Videoscribing or videoscribe technology was emphasized though stop motion was also explored. Although the reference sector is adult education, the project results will be easily extrapolated to all sectors of education - primary/secondary education, vocational training or higher education – and contribute to improve digital competences of the respective teaching and training staff.Project visEUalisation was in line with The European Digital Competence Framework for Educators (DigCompEdu) and The Digital Competence Framework for Citizens (DigComp) since it supported the development of digital competence. Digital competence is a highly relevant key competence for European adult educators as digital competence enables them to facilitate contemporary learning formats. The benefits of the project approach were thus amplified by the currently still ongoing COVID-19 pandemic. visEUalisation delivered an e-learning platform that offers a non-formal training for a large target audience: NGOs and NPOs in adult education, youth workers, teaching staff in general, entrepreneurs, small and medium-sized enterprises and overall people with fewer (educational) opportunities (e.g. migrants).The Consortium consisted of four complementary and expert partners. They contributed with their respective pedagogical and methodological skills and knowledge to create high-quality and impactful digital Storytelling using open source and free tools. Two focal results were produced and are now ready to be explored and utilized by the European public. The first result is the visEUalisation e-learning platform with a massive open online course (MOOC). The course provides methodological approaches as well as technology explorations in order to illustrate the full videoscribe development life cycle from idea to finished videoclip. Educators can follow tutorials and asses the possibilities at their own pace and in their own preferred order. The second result is the visEUalisation visual library. It provides 24 video templates and 2000 original images. These images were created with specific learning contexts in mind: e.g. inclusion and diversity in adult education, preventing structural discrimination, multiple intelligences, inclusive and authentic leadership, emotional intelligence, mindfulness, creativity, entrepreneurship education, ICT adult literacy, European citizenship, European awareness, gender equality and awareness, anti-discrimination of LGBTIQ*, musical Intelligences, project development, European single market, needs of learners. Though created in a specific framework all images can be adapted and altered by trainers for their specific purposes.