According to the 2107 World Economic forum Report, with regard to the overall scale of demand for various skills in 2020, 36% of all jobs across all industries are expected to require complex problem-solving, social skills —such as persuasion, emotional intelligence and teaching others— will be in higher demand across industries than narrow technical skills. Beyond hard skills and formal qualifications, in fact, employers are often concerned about the lack of transversal competences that current employees (or prospective new hires) needed to perform various tasks successfully. Main objective of the ALLsoSKILLED project is to develop and test an all-in-one learning program to help adults learners in strengthening soft skills while raising their awareness on the importance of lifelong learning possibilities, thus increasing their motivation for improvement and enhancing their employability skills in the process. The program aims at equipping adult learners with more than 35 year of age, in building up the ability to deal with change, and act with a critical and responsible stance. Raising the skills and competences of adults significantly contributes to achieving the strategic objectives of Europe 2020, as reflected in the policy cycle of the European Semester. In order to set a positive practice with the ALLsoSKILLED project itself, the partners will involve a large number trainers and employers, to ensure that the results of the project will stay available and relevant for a greater number of users in Europe. The necessity of acquiring new skills in the era of globalisation and rapid technological changes are bringing about important shifts in the way education can analyse and monitor the labour markets and in educations systems. This is resulting in the need for develop partnership between education and training providers, research institutions and cultural actors to support innovation and to increase employability and to make education and training more relevant to the world of work.The 6 partners involved in the project represent a wide range of European diversity, as they are situated in different areas of Europe (PL, IT, GR, LT, TR, SE), they represent a variety of organizations but also socio-economical contexts (towns of different sizes, economical life and culture) and most of all have different expertise and stakeholders and audience with different backgrounds and needs. The partnership will promote people’s RIGHT TO ACCESS SERVICES they need to re-engage in training thus preventing social exclusion. In this respect, the project makes a direct contribution to the 1st pillar of the “European Pillar of Social Rights in 20 principles”. (Education, training and life-long learning offering a way to engage and motivate adult learners to increase their basic and transversal skills in order to enable them to participate fully in society and manage successfully transitions in the labour market). The unemployed and job seekers can also take advantage of the products and training, as they provide a standardised method to foster employability skills and improvement. Whether education is provided in the classroom or an interactive content, adult teachers/ trainers need to learn new techniques and methods to let the learners get the maximum benefit for their learning experience, and most of all, need to learn how to compensate fast changing labour market/society’s needs with slow moving education systems. Professionals need to know how to define the best blends among online, offline, on-demand, experiential, face-to-face activities to increase participants learning possibilities, and, most of all, allowing learners to control their own timing and schedule.

BACKGROUND/CONTEXTThe Accessibility and Inclusion for Migrants (AIM) partnershiip has worked hard to build the capacity of VET institutions to achieve more proactive inclusion of migrants through up-skilling staff to go beyond procedural accessibility and give more migrants the best possible opportunity to access VET and achieve outcomes comparable with native-born students.ACHIEVEMENT OF OBJECTIVES As set out in the orginal project intent, AIM has delivered on the following objectives:- 1. Establishment of 5 VET Business Partnerships and Plans (UK, Sweden, Ireland, Turkey and Italy) bringing together 68 key representatives from 52 VET sector, migrant networks and NGOs working with migrants and governmental bodies. Publish 5 Partnership Plans that improve greater access and inclusion for migrants in VET - plans accessed online by 663 people.. 2. Production of an innovative SELF-ASSESSMENT SYSTEM for VET institutions to evaluate their current level of access and inclusion and generate a personalized learning path that was completed by 1636 people. 3. Production of VET CURRICULUM; a multilingual curriculum and learning materials aimed at staff in different roles in VET institutions to help them drive organizational change towards inclusion for migrants. The curriculm is presented in 4 langauges and has been downloaded as a classroom course 828 times. 4. Production of OPEN ONLINE EDUCATIONAL RESOURCES; interactive online learning resources complementing the curriculum and establishing a delivery platform, providing maximum flexibility to increase access and accelerate learning - available on www.inclusion.how NUMBER AND PROFILE OF PARTICANTS- 68 high-level representatives of 52 organizations from the fields of VET and education in general, non-profit organizations working with migrants in the community, public authorities, and wider economic and social development stakeholders contributed to the 5 VET Inclusion Partnerships and Plans (IO1) downlaoded 663 times.- 1636 members of staff of VET institutions, including managers, teachers and trainers, admissions, communications and support staff hvve used the self-assessment tool and open educational resources. - 99 educators participated in pilot testing - 828 educators downloaded the classroom course- 242 representatives of stakeholder organizations participated in 6 multiplier events.- 14,324 individuals have engaged with our outputs and digital materials via interactive website. ACTIVITIES undertaken IO1: Five regional partnership plans were produced and made available on the project website (www.inclusion.how). These were built on a robust evidence base. As part of IO1, 74 VET professionals across the five regions responded to a survey between November 2017 and February 2018 to assess their own experience and provide institutional perspective on the comparative value and practicality (cost-benefit) of known pedagogies, across five countries, Ireland, Italy, Sweden, Turkey and UK. Partners also conducted a State of play study in the five participating countries to ascertain what has already been achieved, challenges and barriers faced by migrants and VET professionals. IO2; An innovative SELF-ASSESSMENT SYSTEM for VET institutions was developmed to evaluate their current level of access and inclusion and generate a personalized learning path.IO3: Five modules have been developed, pilot tested and made available in four langauges on the project website with the course achieving 828 downloads so farIO4: The online course has been pilot tested and published on the learning platform. Detailed pilot testing completed Offline Training Course (54 pilot testers) and Online Training Course (45 pilot testers)Strong and consistent dissemination activity from the outset, The project logo and brand manual were created at the beginning of the project, as well as a dissemination strategy. A dissemination diary has been completed by each partner as a way of logging all dissemination activities, including their dissemination activities on their own website and social media channels, project newsletters, presentations and meetings. In total, this comes to 147 recorded dissseminatin actions over the 2 years reaching many thousands of targets. See dissemination report.A sustainability strategy was developed to support the sustainability of project activities after the end of the projectQuality Management and Evaluation: An external evaluator was contracted to provide a final evaluation report for the project. Partner meetings - 5 transnational partner meetings,regular Skype meetings, as well as quarterly partner surveys and progress reportsAIM is proving to make an impact through its relevance throughout Europe, but is gaining particular traction in regions experiencing, or expecting, very high inflows of migrants, which need a swifter process of integration into the VET sector and/or where national policy change is moving faster.

<< Background >>Our approach is engaging, connecting and empowering youth by acting upon youth’s shared values to foster civic engagement and participation, thus promoting innovative practices in local youth work and contribute to the further recognition of youth work. Focusing our proposal on our local youth work and feedback received from our target groups. Engage: Following the study by Yael Ohana on the political dimension of youth work, the concept of participation today has changed to short term commitment to meaningful and tangible causes, against a long term commitment to a general idea which characterised the past. A minority of young people are members of youth organisations who claim to be the key speakers of all European youths. Community Organising refers to local issues, tangible and visible, creates a solution oriented thought in a timely manner and the attitude to activate to implement those solutions. In Alinsky’s theory the community organiser should be a community’s outsider with an external view, help build the community and slowly step out handing over the process to the community, and such a role fits perfectly to a youth worker.Connect: Community Organising means tacking communities which are subject to injustice and organise them to identify among themselves the resources to accomplish justice and fairness, in other words Community here is a synonym to solidarity. The approach is that there is more that unites us than divides us, focusing on the common issues and solutions that can be achieved through unity, mutual support and resource-sharing, building and rebuilding communities in the aftermath of the global pandemic with an extra gear.Empower: Build on the competences of youth workers to act as community leaders, coaches, organisers, provide innovative leadership and organisational competences, and building literature and evidence around that in order to allow them to act locally as community organisers and in turn empower the target group, as a wheel in motion, the consortium professionals empower youth workers until they can independently support and organise youth communities, until the latter is enabled and empowered to autonomously carry out selfdirected community organising.Civic Engagement and Participation, many European institutions and public bodies are pointing fingers at the political disenfranchisement of youth, often because of the failure of political actors to address issues which are relevant and important to youth, being avoided or tokenized. Community Organising offers the means for youth communities to create their own political agenda in the direction of what really matters and what change is within reach in a spirit of service towards the improvement of local democracy and participation.Recognition of Youth Work, will be a side effect of the whole effort, once youth work has brought the practice of Community Organising to marginalised and unorganised youth communities, constructively and democratically engaging them, there where are failed past attempts on behalf of pubic bodies and local authorities, the essential partnership youth workers - authorities will be even more tangible as bringer of value-based education, democracy-fostering principles and actions, and enhancement of the youth’s sense of belonging to both local realities, its issues and its solutions.Therefore our choice of priorities will lead us to accomplish our target, that of creating linear, shared and molecular leadership among : migrant communities in Milan's Hinterland, local informal youth organisations in Bulgaria, unorganised and marginalised youth communities in Tuzla, informal youths in Constanta, and rural youths in Catalunya.<< Objectives >>We are in a context of a massive global pandemic threatening the fabric of our society. Increased connectivity increase social media reliance and its algorithms and targeting strategies are fostering the creation of bubbles often polarised, if not radicalised, on strong opposing views and rise of hatred and frustration. That topped with loneliness, isolation, especially for young people as concepts such as school or sports communities have almost collapsed, insecurities and uncertainties towards the future have increased, adding to the burden of the stress created by the pandemic situation. This even more true regarding our above mentioned target groups, as online hoaxes, conspiracytheories and hate speech have steadily increased since, and on top of that, the targeted communities were already among the socially and economically vulnerable groups and the economic depression we are witnessing now has badly hit their households and future perspectives. We are going to work in this challenging context in order to accomplish the following objectives:1) Provide youth workers with competences on coaching, community leadership and community organising, to foster action, participation, citizenship among groups of disadvantaged youths. Enhancing local leadership and organisation of the community.2) Identify and understand challenges within the community along with local leadership, empower them to gain followers and create other leaders in turn and foster action and dialogue within the community.3) Create a parallel empowerment and learning process to digitalise community organising learning and processes. As well as creating digital learning materials for the replication of the effort, and showcase the recognition of the role of Youth Community Organiser by the general public and relevant authorities.4) Impact local youth groups by implementing community organising practices aimed at finding local solutions to local challenges and implement them ,Context:1) today much of youth work focuses on youth leadership of initiatives, training, mentoring and counseling/therapy, Coaching competences are still rare, yet very accessible to youth workers, and the ability to operate outside of the of the youth NGO is not as strong as it could be, especially inthe youth sector’s resistance to tackle the political dimension of youth work.2) Eurostat : 25% of European youth is at risk of poverty due to the economic aftermath of COVID, numbers concern youth 16-30 at risk of becoming NEETs. A significant collapse of youth’s faith in democratic institutions reduced to 30%, and a decrease of support in civil society organisations.These are solid grounds for our project to bridge the gap of faith between youth - public - third sector by empowering grassroot solutions, and fostering solidarity and sense of belonging.3) Much of the formal and nonformal learning nowadays has been digitalised and slowly entering the sphere of normality, needs also to be said that youth workers were among the first to fastly adapt to this situation combining digital and nonformal education. Therefore a digital learning platform on community organising will likely receive more feedback and interaction now rather than in pre-covid times.4) All our realities witnessed a collapse in participation and sense of community belonging in the last year, which was already in decline, according to Eurostat 2019 youth 15-25 by approximately 51% showed for the first time a pessimist view on the future and their opportunities, here we point at the lack of confidence and fears of being too small and weak to make a difference and our process aims at reversing that obstacle by empowering and guiding towards making a tangible, realistic and achievable difference locally, as a first step and milestone into accomplishing the best desired future.<< Implementation >>1) 3 international residential training courses on: Coaching youth leadership, Community Organising and on youth leadership and leadership styles. These trainings aim at building the competenes of 4 youth workers/leaders from each reality (total 20), to become community organisers by becoming leadership coaches to identify and construct leadership within the locally unorganised community, learn about community organising and gain training/mentor competenes to enhance, build and empower both leadership and organisation locally among local youth target groups. 2) organise 5 communities and 5 local campaigns on community organising. the 20 trained participants are expected to implement a local community organising campaign after each training, to identify local leadership, strengthen and empower it, organise the youth community around a local shared issue and solution, and empower the leaders to take over the campaign through solution-finding, networking, advocacy and dialogue with 3d sector and public actors. Looking at the creation of minimum 50 local community leaders. 3) 2 webinar on organisational management and nonviolent direct action. The webinars intend to bring together the participants in the international mobilities and local leaders, with the purpose on providing concrete skills on action planning and organisational management, including digital co-creation and working spaces as well as sharing in between the 5 engaged realities. 4) 4 International Steering Group Meetings : That includes 2 representatives per each partner meeting at 3 statutory meetings (kick-off, mid-term evaluation, closing and final evaluation) and an editorial meeting of the communication staff of each partner to adopt a joint dissemination and visibility strategy and implement it. 5) 1 MOOC on Community Organising: This aims to be the main output, an online course inspired by the youth work MOOC and the Harvard Digital Course on Community Organising, that will embed a full length course to gain community organiser competences, in English and subtitled in all the languages of the project, aiming at being prototyped with 100 to 200 people by the end of the project. 6) 2 manuals on Community Organiing and Youth Community Leadership: These manuals will capitalise on the training's content and showcase the actions and community organising carried out by all partners, as guidebooks to understand what is community organising and how it is adapted to the European youth work context and how this can be replicated, as the output will be available in all the languages of the project. 7) 15 multiplier events (3 in each reality) The multiplier events will showcase the outcomes and results of the project, recruit participants form the MOOC, as well as showing local communities the youth opportunities offered by the EU. The final one, launching of the organised community, will be the handover from the partnership to the communities of all outputs and results.<< Results >>The main result to achieve is that we accomplish to engage, connect and empower youth communities into becoming organised and able to identify within themselves leadership and resources to bring about positive and democratic change to the issues they are facing, and enable significant civic engagement and participation around the identified solutions that make them tangible and a ground for massive local support to youth-led local change, enhancing local democracy. Our expectations match our strategy and that is the steering group that represents the partnership will steer the project, measure, monitor and evaluate its processes, with the vision and mission that the project should be a gradual handover of results and processes to the youth workers and ultimately to the target groups. We plan frequent, positive and harmonised constant communication between partners and clear task division, until the main task of the steering group will be monitoring, dissemination and reporting, while all the processes belong to the implementing target group. to accomplish that there is a need of high quality delivery of 3 international training courses for 4 youth leaders and workers from each partner, through non-formal education methodologies, build solid competences on community organising, linear and inclusive organisational mangement through holacracy and sociocracy, on coaching, to foster leadership, on leadership approaches as well as on nonviolent direct action, and youth leaders and workers at each training are expected to draft a roadmap and action plan, monitored by partners and trainers, on implementing the gained competences with the local target groups, as the processes need to be gradually handed over to the community.We plan the creation of a European-wide best practice, sustainable and easy to implement at local level, and to document every aspect of the project in the form of intellectual outputs which document the background and methods of each training, give grounds for digital learning, and offer a long term online course accessible to all those wishing to engage in local community organising. Namely we want to create a manual on youth community organising, a manual on coaching for youth workers, a manual for training youth community leadership, articles extracted from the publications and webinars on organisational management and nonviolent action, and a massive online training MOOC. To embed them in a single portal which will contain a compendium and community organising starter pack disseminated widely across the youth sector.We plan to stress the European dimension of the project, by holding 3 multiplier events to be held in each reality in parallel to promote the outcomes, engage the general public, inform about EU mobility and learning opportunities and provide the community the tools for ongoing sustainability of their actions and partnerships through EU programmes. As well with the goal of fostering partnerships between the organised community and local democratic structures. we expect 5 youth communities to be organised to offer solutions to their issues autonomously, supported and empowered by 20 trained youth workers who in turn create minimum 50 community leaders who enter partnership with 5 local authorities in solving local challenges and supporting youth-led solutions as initiators of structured dialogue and co-management approaches. Our last expectation and ambition is that through our experience and doumentation, Community organising can become a key factor in European local youth work, as a bringer of social sustainability and focusing local realities on youth needs and rights, by enacting local processes of advocacy, lobbying and network that will lead to a structured dialogue regarding youth participation in structured dialogue processes and lead to the co-management of policies and approaches that concern youth.

"International Maritime Organisation (IMO) promotes English as ""the language of the sea"" under Standards of Training Certification and Watchkeeping (STCW). The expectation is to reduce accidents occurring due to communication failures where 80 percent of world crews do not speak English as a first language. Seafarers as per their competency requirements are expected to have a good command Maritime English to carry out their daily jobs at sea. IMO Model Courses are used to deliver such training for seafarers with complimentary Standard Maritime Communication Phrases (SMCP) where maritime professionals are expected to use Maritime English in communications for situations such as safety and security on-board, emergency situations, on-board communication, customer service on passenger ships, and communication with maritime authorities and yet majority of maritime accidents are reported to be due to lack of linguistic communication skills of seafarers as rules and standards are not applied.Researches establish that a contributory factor to the increase in accidents is lack of communication skills of seafarers serving at sea and ashore (40 percent) (Nautical Institute, 2015). Marine accidents and incidents are reccurring due to a lack of English language skills of maritime personel. Besides this, learning language in professional context is always complex and problematic where there are variety of reasons why use of English language at sea has been the issue when the root cause of marine accidents are investigated. The world as repetitively reported needs competent seafarers whom have a good communication skills therefore there is a real need for seafarers to be trained as such that they acquire the skills and competence that instruction in colleges cannot deliver. The project will therefore develop a learning program considering different rank of seafarers, taking into account the experience they attained in each vessel to teach Maritime English based on the real activities specific to each type of vessel. The programme will have phases to pass it to seafarers working on different levels of command. PraC-MARENG project aims to:1- Identify the activities and tasks specific to each type of vessels that seafarers undertake on a daily basis2- Develop an online Training programme for each ranks therefore they can access to this real activities and tasks on board various type of vessels which incorporates latest technologies in the maritime sector3- Design and develop a learning and assessment tool that provides the user with a genuine certificate for the newly acquired skills based on experiential knowledge. In doing this so, the platform will have following features:i) incorporates real communication at sea using SMCP,ii) activities which are meaningful to students and which will motivate them to become committed to sustaining that communication to accomplish a specific goal.PracMerEng Training Platform will have a tailor made programme for different types of ranks taking into account various types of vessels. The tool will have options to select levels of under competence that users would wish to attain on different levels of ranksThe platform offered by the PraC-MARENG Training platform will have a direct impact on seafarers by giving them enhanced competence in English therefore decision making. The seafarers will have better skills and knowledge to understand and interpret tasks and activities on board the vessel hence better communication skill."

ERASMI will enable the diverse stakeholder groups in the field of migration and refugee inclusion work (amongst them e.g. community administration, public and private migrant support organisations, NGOs, VET, HEI, business organisations, volunteer groups etc.) to professionalise their staff and their organisations in order to effectuate their impact on social inclusion and will empower them to build strong multi-actor networks developing and implementing regional action plans for social inclusion of migrants and refugees.Neither the topic of migration nor the debate about it is any new – but it has agitated Europe since the climax of the so-called refugee crisis in 2015 without any sign of easing in the discussion so far. The often-populist discourse lacks rational and conceals the view on the actual facts. In the current global context, our ability to effectively integrate refugees into new host communities remains a major challenge and political priority. Building on the framework of EU-Policies and the European Agenda on Migration, the actual inclusion work is a regional social task, that cannot be a single player tournament for administration and politics. It needs to be challenged involving all relevant regional stakeholders and actors. In fact it is a regional, cross-sectional, multidimensional and multi-actor challenge - with an extraordinary high level of complexity.Municipalities already understand this and react with strategic approaches towards social inclusion. But aspiration differs from reality in a dramatic way. Yet despite the willingness of communities, a recent study reveals that innovative participation concepts and multi-stakeholder-approaches are still the exception rather than the rule (Success factors of Integration on municipal level - Friedrich Ebert Stiftung 2017).Based on our work in previous projects and our involvement in a large number of inclusion initiatives, we experience a strong demand for VET-training and learning opportunities for the staff members of inclusion actors and for organisational development. Therefore, we will build on the critical success factors for inclusion of migrants and refugees (and the corresponding skills needed) by providing best practice approaches and by developing E- and Peer-Learning Opportunities for the relevant actors (and their staff) in the field of migrant support in order to effectively equip them with the skills needed to solve complex multi-actor challenges and by building strong multi-actor networks working on concrete regional action plans for social inclusion. Specifically we will: 1-Provide actors with best practice (collaboration) blueprints in the field of multi-actor migrants and refugee inclusion (IO1)2-Develop an innovative learning framework and toolkit (IO2) empowering actors to enhance the impact of their social work. 3-Enable and empower actors to improve collaborative planning and coordination of education activities in Interagency Networks with regional action plans for social inclusion (IO3)4-To ensure wide and free access, the framework and the documented processes and lessons learned from the networks will be shared on our interactive knowledge exchange platform as OERs (IO4)In doing so, the project addresses the following needs of our target groups and will create sustainable impact for them: a) Actors / stakeholders in the field of migrant and refugee inclusion will gain a comprehensive understanding of the importance of collaboration and the tools and methods needed to establish regional networks and to develop and implement action plans for inclusion.b) Social development policy makers and funders will identify high performing best practice strategies and find tangible ways to support their uptake at national or international level.c) Project partners will acquire new strategies, tools and methods for improving the effectiveness of integration and social inclusion. They will improve their own competences in knowledge sharing and strategic relationship building and have a clear understanding of how to sustain and grow the project in the long term.d) Refugees / migrants will indirectly profit from the regional cooperation, the uptake of professionalism as well as the synergies and released resources of actors - leading to a faster and deeper inclusion.By implementing this approach in countries, that are strongly affected by inward migration (Germany, Ireland, Italy) and in Turkey, being the first reception and transit country for many refugees and migrants and by disseminating the ERASMI resources across Europe, the project makes a notable contribution to improve the inclusion of the most vulnerable in society. The project is important because we need to ensure communities are strengthened by migration and not undermined by marginalization or radicalization. We believe this can be achieved best, through empowering those who already understand this importance and by building strong networks.