Ciculink focuses on merging social innovation and the world of work, committing to raise awareness about the advantages of Circular Business Models(CBM) and their relationship with Social Innovation at work by a complex b-learning training kit for corporate trainers, Small Medium size Entites(SME:s) and Circular Economic (CE) entrepreneurs. Furthermore, it promoted large scale cooperation building on standardized cooperation models and systematic approach. Despite the increasing number of CE innovative initiatives in Europe, many of them arose from civil society, they are many times characterized form being sparse in time, space and accession. Many of them are condemned to fail, for lack of visibility (and awareness), in the end, for lack of cooperation. This open environment were CE initiatives raise, offers much chance for development but, at the same time, many of these initiatives are isolated from each other’s and from the innovation mainstream – that could contribute to their success - due to various reasons, e.g. lack of digital ‘socialization’ (older, but still active and involved generations), location (less developed regions far from pulsing innovation hubs or big cities), limited financial possibilities (voluntary basis and / or cooperation with SMEs), lack of relevant strategies and possibilities to share ideas with peers, missing information and know how. Systematic cooperation remains a challenging task and skill to master; it is crucial that the various actors – education providers, companies, CE actors, civil society, governmental institutions - got informed on social innovations toward CE management and cooperative dimensions, and be skilled to handle this in a harmonized, systematic way involving the widest scale of possible contributors. Based on the European CEN TS 16555 innovation standard on ‘Collaboration Management’, to promote and facilitate the success of CE initiatives and social innovation; the partnership developed a standard based training and course material on Circular Economy and Innovation based on a Collaboration Management approach. The application of the standards ensured a systematic approach for VET training and enabled the development of strategic partnerships between Circular Economy sector and it´s actors, VET providers and educational institutions and civil society sensitive to the CE cause. Considering the requirements and challenges of the digital era, the training surface was built to be an innovative digital learning platform, as part of a b-learning course. The b-learning model facilitates access the training regardless of financial or geographical disadvantages. It fits the learning style the new generations (‘digital natives’) as well, give chance to older generations to get acquainted with digital tools, in a friendly way, and learn new Circular Economy approaches from peers. The training material provided a theoretical and practical framework on the most important topics: Circular Business Models (CBMs), Social Innovation – such as open innovation - Collaboration Management, Diversity Management, Social Economy, Corporate Social Responsibility and CEN/TS 16555-5 European Innovation Management standard on Collaboration Management The training is based on economy.europa.eu/platform/en; facilitating the linking of current and the development of future CE initiatives, their actors and activists, local, regional and at a European level. The training course addresses: - Circular Economy actors and SMEs: waste managers, local authorities and civil society with CE projects, SMEs and other players who wish to implement CMBs - Education sector: VET teachers and training organisationsThe consortium consist of five partners INNOVADE, Cyprus with high experience of entreprenuership, innovation, start ups and webproduction. FILP, Ireland specializing in vocational training, education, digital media and social inclusion . STP, Spain with a local vocational training center that offers training and technical support to companies, public administration and entreprenuers. ISQ, Portugal a non profit organisation offering technical support, They also have a research and inspectorial division and a department for education with experience of Life Long learning, e-learning and VET training . Gästrike återvinnare, Sweden with high experience of behaviour changes, supporting companies in Sweden but also cities, departments and countries in capacity building.The partners has together developed and worked to achieve the objectives and results of the following Intellectual outputs IO1. Circular Collaboration Management manual IO2. Training Materials toolkit IO3. Digital learning platform & collaborative area IO4. Guide book for further collaboration in CEThe highly demanding work of completin these IO:s has been distributed across the years of the project, the responsibility for developing the IO:s has been allocated evenly among the partners.

Today, according to the European Union Agency for fundamental rights, ethnic and religious minorities across the EU continue to face racism, discrimination, verbal and physical violence and exclusion; and it is not only witnessed in certain societal factions or in certain communities. Several reports confirm that this predisposition to racism, xenophobia and violence against ethnic minorities has permeated throughout all European countries. According to a report published by the Organization for Security and Co-operation in Europe (OSCE) in 2018, from 2015 to 2017, the anti–Islamic sentiment remained persistent in various countries such as Italy (60% of the population in 2017), Ireland (30% in 2017) and Austria (35% in 2017). In the same period, the report also points to a continuous and persistent sentiment of ‘migrant phobia’ in Italy (65% 2017), Ireland (22% recorded for the first time in 2017) and Netherlands (over 30% in 2017). In another report by the OSCE, focusing on Hate Crime, in Denmark, the number of hate crimes related to racism, xenophobia and anti-Semitism has doubled in 3 years (198 hate crimes in 2015, 274 hate crimes in 2016, 446 hate crimes in 2018). According to the ENAR 2016 report on racism and immigration, vigilante groups linked to far-right ideology have increased their activity in Austria, Bulgaria, Denmark, Finland, Germany, Hungary, Poland and Sweden. While, we see from research presented in the OSCE’s latest report, that the majority of citizens who support a reduction in the number of immigrants in their country live in Italy (52%), Belgium (48%) and Denmark (45%). These are worrying statistics in a time when Europe is becoming more culturally diverse, and when this diversity should not only be accepted, but celebrated.As long as cultural diversity continues to be viewed as “threat” to Europe, and if the benefits that multiculturalism can bring to European society remain undervalued, it will be challenging to achieve an inclusive Europe harnessing the core values of respect for others, tolerance, solidarity and common cultural heritage. In this context, there is a pressing need to deescalate the growing polarization of the European society by creating a new social contract based on the promotion and the valorisation of cultural intelligence and diversity in order to reassert Europe’s ideal. To this end, partners from 4 EU Member States – Denmark, Ireland, Netherlands and Cyprus - have come together to join efforts to address this challenge. Consortium partners strongly believe that building the key skills and attitudes in young people to promote cross cultural awareness should be a priority to empower the European citizens of tomorrow to break the spell of multicultural scepticism and set the pathway to a more inclusive Europe, that openly accepts and celebrates its rich diversity. It is crucial to remember that diversity can be used as an important catalyst for societal, social and economic improvement, including the promotion of new intercultural learning dynamics within the European education framework. To support this change, the CIDizen project consortium proposes to create a compendium of challenged-based learning resources which will provide a suitable and effective framework for developing the key soft skills needed to enhance the cultural intelligence and tolerance of diversity among young learners. These resources will be engaging and interactive and will have a considerable potential transferability to other EU Member States where xenophobia persists. CIDizen will also develop and pilot a bespoke in-service training programme and MOOC for youth workers so that they can use the challenge-based learning resources developed to support young learners to develop their own cultural intelligence and so that they can develop their own challenge-based learning resources and apply them in their youth work practice.CIDizen will engage with 28 front-line youth workers throughout the implementation of the project, and 128 young people; supporting each individual to develop their cultural intelligence and to challenge their cultural bias and value orientations. To achieve this, the CIDizen project will see the development of the following project outputs:IO1 - CIDizen Digital BreakoutsIO2 - In-service Training for Front-line Youth WorkersIO3 - CIDizen MOOC

The topic of health concerns both individuals and society as a whole. While everyone wants to be healthy there is a strong connection between income levels and where you live with your health and life expectancy. The rising costs of health care, including for diseases that could actually be prevented or better managed, such as diabetes, coronary heart disease and cancer, mean that societies and economies have an interest in promoting better health. To be and to stay physically and mentally healthy is linked to knowledge about living a healthy life at all stages. Central to achieving this is having access to health care and understanding health information. Health literacy is a basic competence and needs to be recognised as such.Health literacy levels have an impact on the efficiency of healthcare systems. People that have low health literacy tend to go to the doctor more often, to be hospitalized more often or to take inappropriate treatment or prescriptions. Furthermore, they are less inclined to take preventative measures. Fostering health literacy of all citizens is beneficial for society at large as it reduces costs for public health systems which can, then, work more efficiently for those really in need of care.Tackling the health literacy issue also means fighting poverty, social exclusion, racism and discrimination, and promoting social justice and gender equality. It provides a very strong basis to improve the socio-economic situation of many people as a healthier population in all stages of life can contribute better to the social, cultural and economic development of its community and country. Thus, it is not only about educating people in health issues but about empowering them to attain a better life for themselves and society as a whole.The objective of the HEALTH@HOME project is to help transform areas of social and economic disadvantage into sustainable, healthy communities by providing a full range of age appropriate and accessible family education resources to promote health literacy.A) Resources: These will include a suite of age appropriate family learning resources that build health literacy related to the 4 thematic areas selected - Promoting Positive Mental Health; Diet & Nutrition; Preventative Health Promotion; Social Media in the Health Sector - to include: - a collection of 12 themed comic strips for younger children, 4 for each selected theme, will be designed and produced and presented as PDFs for download and printing and as flip-books for online reading;- a compendium of 32 web-quest challenge-based educational resources, 8 for each selected theme at introductory, intermediate, advanced and expert levels for learners between the ages of 13 and 25;- a series of workshop lesson plans, tip sheets and a learner manual to raise health literacy awareness among parents and guardians- induction training programme for parents and guardians so they can facilitate and manage the family learning model developed.2. An in-service training programme for adult educators to support their engagement with the new family learning resources developed and to ensure that they acquire the necessary skills to develop their own comic strips and Web-quest challenge-based educational resources.3. A bespoke on-line learning environment will be developed and populated with the innovative family learning resources.All resources developed will be presented in traditional and on-line formats in 4 partner languages and made available to all interested parties without restriction in keeping with the open access requirements of the ERASMUS+ programme.

Studies estimate that by 2060 at least one in three Europeans will be over 65. The EC argues that digital technology can help older people to stay healthy, independent and active at work or in their community for longer and it helps to improve our quality of life. Changes in the demography require flexibility and scalability in the provision of education, healthcare and elder care services. Since May 2015, when the European Commission has adopted the Digital Single Market strategy, several studies have identified the lack of digital skills among the elderly. There is a strong need to educate EU citizens and the elderly on how to access and engage in online activities by experiencing high level of consumer and personal data protection. While digital competence is considered one of the key competences for lifelong learning as the use of digital technologies is constantly rising, the elderly population is less familiar with ICT (Gross, 2016). Specifically, the elderly generally lack awareness of current security threats, and remain under-educated in terms of applying appropriate controls and safeguards to their computers and networking devices.Elderly people often feel security anxiety captured by internet safety perception and have doubts, such as the fear of misuse of credit cards when entering data online. They don’t know safety processes that need to be followed in relation to giving out personal and credit card information over email and the Internet, and they are not aware of how to gain advice about information security and virus protection. In general, not knowing what and whom to trust is a significant “downside” of computer use for some of the older users. In this regard, the e- Protect project envisages to address the consumer and data protection needs during internet use of the elderly people through their familiarization with the use of ICT tools, by providing them tailored training opportunities that will meet the aforementioned challenges.The primary target group of e-Protect project which is elderly people (people aged 65+) will be empowered and develop their self-confidence when using the internet and thus support the improved integration in the labour market and society. Adult educators will also be the project’s target group as it is expected during the project to enhance their capacity for quality implementation of innovations in the field of adult learning, especially while working with the elderly population, by using digital tools and services.The e-Protect project will offer rich informational material will be freely available online for everyone interested in learning more about internet safety for the elderly and will include the following:•Research data and guides for the mapping of competences on internet safety for the elderly•Competency Scale for consumer and data protection•e-Protect Curricula for Internet Safety for the elderly•e-Protect Train-the-Trainer Toolkit for adult educators•Five National Reports on the e-Protect Pilot Programme Implementations for the elderly•Transnational Report on the e-Protect Pilot Programme Implementations for the elderlyThe long-term benefits for the elderly are referred to healthy aging as a construct related to well- being, quality of life, and adaptation to the technological changes of EU societies. The empowerment of the elderly is of benefit of the wider EU societies, as project partners believe that it is extremely important to support elderly people to become acquainted with digital technologies and actively engage in the EU Digital Single Market. Adult educators will increase their capacity and professionalism in regards to training elderly people for consumer and data protection during online activities; use the e-Protect Competency Scale for consumer and data protection, Curricula and Train-the-Trainer Toolkit during educational actions in order to create a positive and productive environment that supports learning. The project will reach more than 2000 individuals and organizations in France, Austria, Greece, Ireland, Cyprus and the EU. It is expected that various stakeholders will benefit from all project’s outputs, informational and educational resources, which they can freely utilize and incorporate in their activities.

In our increasingly connected world, whereas the use of technology is becoming even more prevalent in students’ lives, it is essential to promote digital citizenship in school education. Digital citizenship is defined as “the norms of appropriate, responsible behaviour with regard to technology use” (Ribble, 2011, p. 10). Digital competence consists one of the eight key competences for Lifelong Learning recommended by the European Parliament and the Council (2006) and has been confirmed as a relevant priority for the European Commission (EC) (EC, 2010a, 2010b). In Europe, only 30% of the students’ population can be considered as digitally competent (EC, 2013a).Digital, Responsible Citizenship in a Connected World (DRC) is an Erasmus+ project, implemented between November 2017 and October 2019. The overall aim of the DRC project was to infuse contemporary pedagogical practices in quality lifelong learning for students and teaching professionals including teachers, school leaders and teacher educators across Europe.The project worked towards achieving the following specific objectives, over the past two years:-To teach students and teachers digital citizenship skills-To integrate digital literacy and citizenship as part of school curricula-To promote synergies and cross-fertilisation throughout school education-To support teachers develop a positive attitude towards digital citizenship -To cultivate responsible, ethical, global citizens for a digital world-To establish the foundation of a digital citizenship program for school education-To adopt the DigComp FrameworkThe DRC project has been developed and implemented by a consortium of five partners from four European countries: Cyprus, Greece, Ireland and Italy. Throughout the lifecycle of the project, DRC partners have been collaborating to develop and deliver seven (7) intellectual outputs (IO) foreseen by the project. These were developed based on the European Digital Competence Framework for Citizens known as DIGComp (Ferrari, 2013; Vuorikari, et al., 2016). DIGComp consists of five digital citizenship areas, and these include (1) Information and data literacy, (2) Communication and collaboration, (3) Digital content creation, (4) Safety, and (5) Problem solving (Ferrari, 2013). The highly demanding work of completing these IOs has been distributed across the two years of the project; the responsibility for developing the IOs has been allocated evenly among partners.Throughout the lifecycle of the project, partners have undertaken the following activities, with some partners taking the lead in managing key project outputs, as follows:1. Project Management - CARDET 2. Quality Assurance of Outputs – FIPL 3. 4 Project F2F Meetings - TAMAT, FIPL, Rafina, CARDET4. 4 Project Online Meetings – CARDET, with support from all partners5. Dissemination, multiplication, sustainability - INNOVADE6. O1. Create the 'Digital Citizenship profile/identity' of schools-wide – Led by The Primary School of Rafina, with the support of CARDET 7. O2. Design Pedagogical Framework for the development of e-Toolkit on Digital Citizenship – Led by TAMAT8. O3. Create the Digital Literacy and Citizenship Guide for teachers – Led by FIPL9. O4. Development and Evaluation of the Digital Citizenship Programme and Curricula on digital literacy – Led by CARDET10. O5. Development of Digital Citizenship App – Led by INNOVADE11. O6. Deliver workshops to students – Led by FIPL12. O7. Offer certified training MOOC to teachers – Led by CARDETAll partners completed all foreseen implementation activities, and the activities were positively evaluated by local target group members who expressed that the project could have a real impact on their local school communities. These activities have led to the development of skills and competences of teachers, educators, parents and students in the area of digital literacy, raising the awareness of these target groups of the 5 digital competence areas of the DIGComp Framework. Through the curriculum materials developed, the project has also supported the application of the DIGComp Framework in primary schools in all partner countries, by providing teachers and parents with access to tangible education materials that can support them to engage with this framework through practical and engaging education activities such as the DRC e-Toolkit on Digital Citizenship (IO2), the Teacher’s Guide (IO3), the Digital Citizenship Programme (IO4), the DRC - Digital Heroes App (IO5) and the certified Digital Citizenship MOOC for teachers (IO7). Dissemination of outputs resulted in the development of synergies and cross-fertilisation throughout school education.