Our Projects
Discover our international collaborations addressing inequities and promoting gender equality through innovative initiatives.
StressOut
Situations where pressure due to work demands such as light deadlines, heavy workload, long hours, job insecurity, and other stress factors pass a certain limit and one's personal ability to cope with these factors, can lead to the experience of what we know as work-related stress. It is an unavoidable issue caused by the demands of contemporary work environments. Immoderate and extended pressure and demands that exceed an employee's resources, capabilities, and skills are defining components of work-related stress and can damage both an employee's health and the company they are working for. Work-related stress has been, and still is - a growing concern for employees and employers in the EU, especially now with the global COVID-19 pandemic, which has become a driver for significant changes in the working environments of millions of employers and employees. In particular, the extensive availability of technology has enabled employees to stay and work from home, but still be connected to their office, protecting, therefore, themselves and society as a whole from the spread of COVID-19. On the other hand, that led to other kinds of issues affecting employees' well-being, mental health, organisational citizenship behaviour, and employee-customer relations. According to some studies, more than half of all working days lost in the EU are because of stress in the working environment, and more than half of all workers in the EU report that work-related stress is common in their workplace. In addition, because of the coronavirus pandemic, close to 40% of workers began to work remotely full-time. This blurs the traditional boundaries between work and private life and together with other remote-working trends, such as permanent connectivity, a lack of social interaction, and increased use of ICT, has given an additional rise to psychosocial risks. Focusing on psychosocial risks and reducing stress at the workplace is one of the goals within the "EU strategic framework on health and safety at work 2021-2027 Occupational safety and health", according to which mental health problems affected 84 million people in the EU already before the COVID-19 pandemic. The framework states that "evidence suggests that tackling hazards to psychosocial wellbeing requires a process with different stages implying changes in the work environment", while "half of EU workers consider stress to be common in their workplace, and stress contributes to around half of all lost working days" and "nearly 80% of managers are concerned about work-related stress".
EYE4AI
Information coming soon.
News Literacy On Board
The main aim of this project is using an innovative approach (mainly game-based learning) to teach news literacy skills which are needed to judge the reliability and credibility of news/information and equip individuals with skills they need to become engaged and informed participants in civic life. Game-based learning is flexible, highly adaptable and can be updated very quickly. Playing games enhances the ability to think in a critical way, which boosts the capacity to retain information for a longer time. The implementation of this project will impact on people's motivation for self-directed learning through play, using an active learning methodology to help retain newly acquired knowledge in long term. Adult learners will acquire the ability to overcome news disinformation and be able to contribute in promoting democracy and social inclusion.
ManUp4Her
Gender-based violence against women is a phenomenon with increasing indicators. According to WHO for 2021, 27% of women have experienced domestic violence. In most cases, the violence comes from someone close to them, either a partner or an immediate family member. Violence and the increasing number of cases of femicides have created an urgent need to support women and raise awareness among men about the phenomenon. Through non-formal learning activities related to gender-based violence, the cultivation of emotional intelligence and understanding of gender differences is promoted, while empowering women and actively involving men in the eradication of this phenomenon.
COMPASS
The COMPASS initiative responds to the shared need among partner countries to motivate older learners to be more active in lifelong learning. Educators will need special techniques and strategies to motivate seniors to improve their foreign language skills. COMPASS aims at using new training opportunities to enhance the professional development of adult educators who work with older adults. These adult educators will then be able to help develop foreign language learning materials based on the cultural heritage of the senior learners. The educators participating in the face-to-face learning activity will monitor the work of informal study groups of older learners who will collaborate to develop Digital Books. The older learners will have the support of the adult educators while they prepare foreign language materials based on their own communities and cultures. At the same time, adult educators will enhance their knowledge of instructional design in informal and non-formal foreign language learning environments as well as increase the social inclusion of older learners. COMPASS project will trigger adult learners' motivation to engage in a lifelong learning process while raising appreciation of local and common European heritage.
Young Interpreters
This project was inspired by a visit that took place in a previous project 2017-1-UK01-KA201-036591, Developing European Values in the Primary School. During a TPM in Greece, we visited a refugee camp and the Primary School that served it. It hosted a wide mix of nationalities and ages, but one of the most impressive features was the way in which the pupils supported one another, and in particular with their language needs. Some pupils showed real leadership skills in interpreting for their peers. The perception in many schools is that pupils who don't have the language of their country as a first language are in some way weaker, and in many cases are identified as having Special Needs, whereas the opposite is frequently the case, where migrant pupils are bi- or multi-lingual.
STEAMulate
With the project "STEAMulate your school", partners from Lithuania, Italy, Greece and France aim to support students of secondary schools in acquiring and developing basic skills and key competences through effective and innovative methodologies that promote interdisciplinary co-operation in science, technology, engineering, arts and maths (STE(A)M) in connection with IT and Media Literacy. To facilitate access to technology, development of digital competences for all students and enhance the attractiveness of STEAM, we need to find a way to bring teachers closer to methods and projects that can open up the way to new interests. Partners believe that the tools created in this project contribute to this objective.
We-Get
Our project WE GET! aims to unleash female entrepreneurial potential, ease the creation of new businesses by women, empower female entrepreneurship, support and promote culture and communities working with women through innovative education, enhanced networking, guidance and mentoring, which will be extended at EU level thanks to the transnational scope of the project.
Voice
This Erasmus+ project is focusing on the challenges of the digital world - cyberbullying and hate speech online - and proposes a different approach of work - listening to the opinion of children and promoting co-education where schools, as well as parents, are involved in solving these issues.
Switch On
SWITCH ON' - comprehensive educational program supporting people 55+, who are endangered by social and professional exclusion due to long periods of remote working during lockdown. SWITCH ON, is a comprehensive educational program responding to problems of social and professional exclusion among Europeans aged 55+ on the modern job market. The exclusion is a result of the long term isolation due to pandemic, and causes difficulties to adjust to the requirements of the modern market based on new technologies, as well as ceasing investments in personal development of workers, feeling of hopelessness, decrease in engagement and motivation to change. As shown on oshwiki.eu, lack of social relations, being isolated in your work environment and differences in communication in multigenerational teams were the factors mentioned as the biggest hardship in remote working during COVID-19 pandemic.
i-DREAM
The i-DREAM project aims to support and guide trainers, tutors and facilitators to transition to online and blended learning provision. Partners have carried out some research to create a common profile of the digital educator in order to customise and tailor the creation and provision resources to build into session and lesson plans using digital tools.
HEART
The overall aim of the HEART project is to increase the capacities of the adult education systems in the partner countries to meaningfully engage adult learners with education and training through the use of robotics technology. The project also aims to contribute to the social inclusion of learners with disabilities by increasing the capacity of educators who work with them.
STEAM3D
The STEAM3D project aims to increase the interest of secondary school students and teachers in VET education, as they will be in demand on the labour market. Specifically, the project aims to raise interest in STE(A)M careers and get them to pursue their professional and transversal skills as well as non-trivial competences that will set them apart from other applicants in the labour market. There are various careers that can be pursued within STE(A)M and this project focuses mainly on the field of engineering.
Robotics 4 Deaf
The development of an educational programme which introduces robotics and coding to people with deafness or hearing impairment will address the need for the right of access and participation of a neglected group to learning opportunities, ensure their participation and inclusion in the digitalised labour market as well as enhance accessibility, equality, education and training.
Open Sign
One in 1,000 children in the world is deaf. In Europe, nearly 500,000 deaf people are trying to access knowledge and find a job. This community suffers from a lack of inclusion: due to inadequate education, 80% of deaf people have little or no mastery of their official language and have great difficulty in finding a job (the employment rate is 71% for people with mild deafness, 59% with moderate deafness and only 34% for people with profound deafness). This shows how important it is to offer a wide range of educational content from an early age so that deaf and hard of hearing children have the opportunity to acquire knowledge and become responsible citizens. The provision of information suitable for the deaf public is insufficient for deaf adults and almost non-existent for deaf children. This prevents deaf people from accessing content, which is even more critical in schools, where teachers cannot afford to use educational content that is suitable for their deaf and hard of hearing students. Existing material uses content that is too rich in text (with sentences that are often long and complicated to be easily understood by deaf children who have not yet acquired written language) and videos contain comments and subtitles. This has the effect of demotivating many deaf children in school learning. This has the effect of demotivating many deaf students in school learning.
MoMs
There are still many prejudices associated with the world of disability, especially when it comes to affection, sexuality or parenthood. There are many women with disabilities who are discouraged from motherhood and feel judged daily for their desire for autonomy. It is assumed that a woman with a disability is not able to have a career, a social and emotional life, a pregnancy and raise children. And those who want to do so are left alone and look for professionals without specialised training. Article 23 of the United Nations Convention on the Rights of Persons with Disabilities states that "States Parties shall take effective and appropriate measures to eliminate discrimination against persons with disabilities in all matters relating to marriage, family, parenthood and relationships on an equal basis with others. The MoMs project aims to support a society that is more aware of the issue and more culturally open-minded. In addition, the project aims to educate people with disabilities and health and education professionals about the rights of people with disabilities through accessible materials. The project, through its products, aims to spread awareness of motherhood for women with disabilities among healthcare/educational professionals and among people with disabilities themselves.
Just Her
Gender equality stands as a cornerstone of the European Union, dating back to 1957 when the principle of equal pay was enshrined. Despite global efforts, led by initiatives like the Beijing Declaration, gender equality remains elusive, as highlighted by UN Women's assessment in 2022. Discrimination against women persists, compounded by factors such as race, disability, and nationality. Migrant and refugee women, particularly those fleeing conflict zones like Ukraine, face compounded discrimination. To address these challenges, the education sector must bolster its capacity to support migrant and refugee women, fostering inclusion and active citizenship. Projects should prioritize innovative tools and training for educators, alongside promoting intercultural awareness. Understanding the historical marginalization of women is crucial for advancing gender equality, as is the development of inclusive teaching materials that harness storytelling's power for social inclusion. Moreover, enhancing the capacity of education providers to serve as catalysts for change within their communities is imperative for progress.
MECO
Media culture has expanded massively over the last decades enriching the range of new media every day. The transition to the digital and the consolidation of communications conglomerates has given rise to a growing interpenetration of media, as genres, themes and contents flow from one to another with increasing fluidity. We are entering a multimedia environment which progressively envelops, involves and is experienced as an interconnected.
VET Camp
Vocational education and training is essential in helping young people and adults acquire the skills needed in the labour market and find quality jobs, especially after the Coronavirus crisis. VETCAMP designs and implements an innovative high-performing digital education ecosystem which capitalizes and enhances VET resources for delivering quality online vocational learning experience and make them accessible to learners around the EU. VETCAMP embraces the digital transition, fosters a future-oriented approach and provides VET institution with long-sought solutions. It addresses issues such as effective digital capacity planning and development, resource pooling, digital teaching and pedagogies, open education material, accessibility and inclusion, use of innovative tools and immersive technologies like virtual and augmented reality, quality assurance, digital recognition of learning outcomes, use of digital services like EUROPASS and mobility opportunities through EURES. VET should be capable to deliver high quality training programmes that align people and their needs with the needs of the green economy and labour market. VETCAMP suggests that this can better achieved through the pooling of resources and the employment of Open Educational Resources and Pedagogies.
TriedTrue
The 2021-2027 program gives high priority to people with the fewest opportunities. Young adults with the fewest opportunities and job seekers are particularly targeted through training mobility opportunities. In 2019, NEETs (Neither in Employment, nor in Education or Training) accounted for more than 12.5% of 15-29-year-old in the EU, and the percentage of NEETs among 24-29-year-old is even higher (source INSEE). The Erasmus+ program is a vector of integration for this target group. Mobility through internships in companies improves the employability of these adults and their entry or return to the labour market. However, the involvement of local companies, the link between the results of mobility and the labour market or entrepreneurship are still weak. With this project TRIED and TRUE we would like to create an opportunity for cooperation between several European organizations to exchange good practices in terms of post-Erasmus monitoring and support (and/or other international mobility) of job seekers (NEET adults and long-term unemployed).
Skills 4 Freedom
Today, in the 28 countries of the EU, there are about 650,000 prisoners. Only 1 in 5 of them is involved in any kind of activity and only 3% of them are working for outside entities. Unemployment, lack of tailor-made training and loss of identity and sense of belonging to the civilian community determine a still too high level of recidivism among the most disadvantaged individuals. Based on these figures and the observation that throughout Europe it has become quite common to carry out artistic (and more specifically theatrical) activities in prisons to help inmates throughout their rehabilitation process. The project highlights the lack of structured models for the validation and certification of the transversal and specific skills that can be acquired through this type of activities and that can be useful also once out of prison.
SFaB
The project aims to provide owners, members, managers, and employees of Family Businesses with the knowledge, skills and competencies required to manage ownership, and growth and achieve succession planning and professionalisation within the company. There is few or inadequate research conducted in the European context regarding this type of business despite the fact that it constitutes one of the most significant form of business organisation in Europe. This project aims to fill the gap in what owners, members, managers and employees of Family Business know about their institution and its very own characteristics that differentiate them from other types of businesses. The contribution of the "SFaB - VET" training program will be to meet the special needs of a family business by providing scientific knowledge, methodological tools and applied best practices to train family and non-family members of the business and thus optimize the overall performance.
P3AE
The two-year project will provide older people with a wide range of language training courses so that they can continue to study on a permanent basis. They can then enjoy their free time while attending quality training that will enable them to keep up with new technologies and improve their foreign language communication skills. These courses aim to encourage people to acquire new knowledge, encouraging them to develop foreign languages, which are crucial for travelling abroad as well as for memory training, meeting new people and definitely continuing to grow.
Open It Up
This 30-month Erasmus+ project aims to expand and develop educators' skills in the field of effective teaching of literacy, digital and entrepreneurial skills to adults belonging to vulnerable groups (immigrants and newcomers, poorly educated or low-skilled adults, etc.) through the use of new technologies. The project is complementary to a previous initiative, "Open the door to Europe" - www.opendoortoeurope.eu - which ended in 2016, as it aims to broaden and deepen both language skills (B1-B2 levels) and entrepreneurship skills, taking it one step further and providing adult learners with the skills to turn their ideas into companies.
e-Heritage
In today's Europe where digital skills in the labour market are so needed, the cultural and creative sectors must not be left behind; they need to catch up with the latest digital strategies to engage new audiences and be an active part of the economy. The cultural and creative industries, including all aspects of heritage and art have been underexplored by a large part of the society for too long. They need motivated and skilled professionals who are able to modernise, digitise and improve their accessibility, promotion and outreach according to the demand of the new digital era. It is essential that the professionals in this sector are duly trained by educators equipped with new specific professional and digital skills.
Creative Digital Transformation
The COVID-19 pandemic has revealed that many sectors are not prepared for the current digital area. Although digital technologies have been introduced to our societies at a gradual and slow pace, many do not seem to have been adapting to them at a similar pace, and the sudden stop of offline and face-to-face life has caught them by surprise. Over the last months, our society has realised how important culture is for our personal well-being and for the society as a whole. Creative Industries have been able to connect people with themselves and with each other and have been able to keep people motivated, inspired and willing to transform their new realities. In a world where we are all fighting for a place in the market, only the most creative and innovative will achieve their goals. Thus, the project aims to reinforce adults' professional competences and skills in all aspects related to creativity, to accelerate the transformation of their professional activities, to inspire them to do it creatively and to help them manage and disseminate them in a successful and effective way. The Creative Digital Transformation project will accelerate digital transformation of entities, SMEs and organisations in the target sectors (creative industries, culture and tourism, and education) via creative and innovative solutions, by strengthening their workers' competences, and by reinforcing the cooperation and networking within them.
Count Me In
Europe has always been a pioneer of innovative ideas. "If we choose the path of innovation... we must look at people, places and processes" (European Political Strategy Centre Strategic Notes, 2017). By looking at people, we must bear in mind that each person should have better opportunities in their life and receive support and help in difficult situations or social exclusion. It is a win-win strategy, as it promotes the personal and professional development of each individual and, at the same time, makes society prosper. In this context, it is of vital importance to improve learning opportunities for low-skilled adults, especially those belonging to disadvantaged groups, such as young people or people with special needs, due to the stigmatisation and exclusion of all potential workers. The development of skills and competences will improve their standard of living as well as their opportunities to be included in society. The Count Me In project addresses this issue through clear and concrete objectives.
Female Entrepreneur
Many minorities of Europe are still facing many problems, but the largest of these groups is women, who make up half of the population of the EU. It would be useful to create adapted products for those who want to conciliate personal and work life. The project aims to use the creative industry to help women to start their own projects and industries. Through the formal, non-formal and informal practices, the women can start their own businesses. Partners will work directly with and for women from disadvantaged groups who want to become entrepreneurs.
Agora
AGORA is a project based on regenerative tourism that promotes the consumption of locally sourced products, travelling out of season, travelling to less visited destinations or participating in authentic local experiences, among other aspects. The main objective is to support individual and community empowerment in local ecosystems by fostering networking and coworking between community partners, local producers and tourism agents, and to help these communities move towards more sustainable and regenerative dynamics through the creation of new community learning environments.
4 Elements in Arts
The project aims to support educators working with adults from disadvantaged backgrounds and people with (specific) learning difficulties and talents. 4 ELEMENTS IN ARTS explores the potential of the 4 elements - predominant images in European culture - with regard to art, artistic socialisation, creativity and creative thinking, focusing on the stories represented in works of visual art, paintings, drawings, sculptures, etc. The project aims to improve adult educators' competences in the field of art, cultural heritage and English language learning. It also aims to improve learners' language, digital and creative/artistic thinking skills as well as their sense of inclusion.