<< Background >>It is known and understood that economy is changing, new concepts are emerging (concepts such as knowledge economy, 4.0 economy, circular economy), and all these new concepts impact the challenges to increase transversal skills. Networking is one of the most important elements of job search. Professional networking has been shown to be the best way to find a new job. Nevertheless, nowadays networking continues to be seen as a high-performance professional career development skill. In what concerns networking, is commonly understood that 85% of employment opportunities are related to networking outcomes (says a recent survey conducted to more than 300 thousand persons in conjoint research in which the Adler group and LinkedIn participated (www.linkedin.com/pulse/new-survey-reveals-85-all-jobsfilled- via-networking-lou-adler/ - 2016). The research concluded that “(… active candidates represent around 5-20% of the total talent market, Tiptoers about 15-20% and passive candidates about 65-75%. reflecting fewer candidates for a high position.” This confirms that networking is a key and fundamental skill to labor market integration and job retention, or in an extended approach to generate opportunities that benefit people inclusion – having in consideration that a workplace is a key to social inclusion and personal wellbeing. Target groups: disadvantaged groups - NEETs, migrants, immigrants, and others According to the Skills for jobs database by the Organisation for Economic Co-operation and Development (OECD), at least 80 million workers in Europe are mismatched in terms of qualifications. This means workers lack the proper qualification for the job they have been hired to do, either because they are under-qualified or overqualified. According to the OECD, this is the case for 42% of workers in Greece, 41% in Portugal, or 37% in Germany. The so-called ‘skills shortage’ has an economic impact both on workers and businesses. At the partnership level, it has been observed in each country that ‘skills shortage’ is a real problem and especially for NEETs and migrants, who are facing a pool of challenges in being socially included. The expertise of the team members and the experience in working with disadvantaged groups constitutes an asset for the development of this project concept – foreseen activities. The general objective of this project is to help disadvantaged groups (NEETs, migrants) to become successful participants in the community by developing their networking skills and by using the links they have created for better inclusion. We believe they will be better prepared if their networking and soft skills are empowered and oriented to invest in their social capital increase. SHAREN(E)ET was designed to develop innovative results but also to intertwine innovative practices with existing activities considered as good practices adaptable to young adults, namely the creation of opportunities for self-development and empowerment towards the labor market. Some innovative resources: 1) Networking Self-assessment for disadvantaged persons 2) Learning paths or programs around the learner - Learning paths tailoring tool 3) Learning resources catalog To develop these resources, partners will invest knowledge they have consolidated during their lifetime of fieldwork & implement other key projects.<< Objectives >>The overall objective of this project is to help disadvantaged persons to become successful participants in the economy. We believe they will be better prepared if their networking and related skills are empowered and oriented to invest in the social capital increase. Thus, the project goals are to: Enhance networking and related skills, identified as critical in the 21st-century economy in disadvantaged young adults (especially NEET) and adults. Identify existent open-source networking self-assessment tools and design one suitable to disadvantaged persons. Develop a tool that analyses and issues learning paths proposals for networking and related skills enhancement in disadvantaged persons and practitioners. Generate a set of learning paths to train the trainers (practitioners) in providing the most effective support to trainees (disadvantaged persons) Create a networking and related skills development guide, providing to practitioners a set of guidelines, resources, and tools to apply when working with disadvantaged persons Pilot the PRs’ in each country targeting 12 practitioners and 24 disadvantaged persons (in PR3 pilots) from which will result in a Catalogue of Successful Case Studies in “Building Human capital to sustain social inclusion and employment” Target groups: practitioners: psychologists, social workers, trainers, educators, and other related professions. This group will be mostly engaged in core project activities, integrating the first direct beneficiaries of what the project aims to develop and deliver. These participants are asked to provide their experts' points of view and influence the development of the results. Furthermore, they are to be engaged in the activities that provide critical input to PRs’ validation and improvement - validation workshop. They will also be invited and enrolled in the piloting activities in which they benefit from the learning experience but also have the duty to provide informed feedback to the developers. They can be integrated into the groups for transnational activities - STJSTE - and in the communication and dissemination actions.<< Implementation >>SHAREN(E)ET is a 30-months project which aim is to support inclusion and employment pathways, by creating a series of learning pathways (self-assessment and training offer). The self-assessment instrument will allow creating disadvantaged people’ self-awareness regarding their current levels of proficiency in key soft skills, and the training will cover the gaps and train disadvantaged groups on how to develop and value their soft skills. To the project purpose, it is required to design a participatory approach and to be as close to the beneficiaries as possible. Therefore, SHAREN(E)ET methodology will be based on delivering pilots simultaneously to a single group in each country. The development of the PR’s will also be almost in parallel, making sure the resources are working and taking advantage of synergies.The project will start with the planning of all the necessary PR’s, they will be detailed at the same time with a conjoint effort from all partners. The PR’s are interconnected. PR1, PR2 and PR3 will be developed at the same time and cannot be implemented independently in a sequential manner, but they are all to be applied to the same beneficiary in an integrated process, so the prototypes need to be ready at the same time. The PR1 will be focused on setting the right framework of skills and providing the beneficiaries with the possibility to measure their levels in terms of networking and related skills. PR1 will pack with PR2 since this one provides the personalization or the paths to develop the skills according to the self-assessment. So in the pilots, the participants, supported by practitioners, first perform the self-assessment and then receive guidance and counselling to go through a pre-defined learning-tailored path. The partnership will go through the development of a set of learning paths that can ultimately fit and be tailored to self-assessment results. The accumulation of these learning paths (or in smaller unit learning objects) will constitute the PR3 - Learning resources catalogue. This PR3 is an open catalogue in the online format being to accommodate new learning paths and resources as the PR1 is used. The final PR (4) is a guide to support the practitioners in using the previous PR’s but also with resources and activities for guidance and related supporting methodologies.<< Results >>PR1: Networking Self-assessment tool for disadvantaged person skillsThe project proposes to add innovation to existing tools by creating a networking online self-assessment for disadvantaged persons. The self-assessment tool will be a user-friendly tool to appraise the level of networking skills of one person with basic level skills. By evaluating the level of networking competence, we will be able to prepare a customised training to improve this ‘must have’ competence and to promote social inclusion, fostering disadvantaged people to enter the labour market and the capacity to retain their job (career progression). People will feel more capable to overcome their difficulties to communicate. Communication is very important to enter the labour market and retain the job: developing and maintaining relationships with others for the purpose of mutual benefit can help individuals search for and secure employment opportunities, gain access to needed information or resources, obtain guidance and social support. PR2. Personal inclusion and employability paths tailoring toolThe learning paths tailoring tool is about tagging and matching the self-assessment results from PR1 and the suitable learning recommendation to develop the participant talent and potential in terms of social capital and network. The PR1 delivers an appraisal and help to better understand what that person must do to be empowered. The learning paths tailoring tool is composed of a document / online platform (in which beneficiaries can visualize the tailored path) and a board game (customized for digital use). PR3. Learning resources catalogThe catalog will combine resources self-awareness/ self-development and networking development skills that will be developed or selected and presented in the catalogue. The resources, materials and activities in the catalogue must be aligned with what was developed in PR2, that is, the beneficiaries create their tailored learning path and find the necessary resources, materials and activities to perform it in the catalogue. The catalog will be organized in a process of design thinking and it will comprise an instruction guide to facilitate transferability and a guide to provide more robust information on replicability procedures. This result also comprises the functional specifications document for the web-based development and coding, allowing the transferability to many other stakeholders and context.PR4. Guide for Social Capital and Employment Opportunities Development This guide will be focused on how to support the generation of opportunities to develop social capital and employment. The enhancement of disadvantaged persons (DP) networking and related skills can’t be only about finding a job, must also prepare the person to invest in self-development, social capital investment and professional development. This guide is all about supporting the generation and development of opportunities. This PR intends to provide guidelines, that practitioners can use, to increase the human capital of the DP. It will also emphasize the integration of guidance and insertion schemes, activities, tools, and techniques (PR3) and their potential to generate opportunities, e.g case studies. One of the resources at the disposal of the practitioner will be the PR3 with a wide variety of learning objects and paths that can be evaluated to fit the beneficiary needs.Project outcomes1) the empowerment of disadvantaged people with key skills – focused on networking - and new tools, to overcome labour market alienation (applying for a customized training course); 2) the upscaling of Job Placement Professional’s tools for the integration of disadvantaged groups on the labour market, ensuring their retention; 3) a strong engagement both from disadvantaged groups and JPP with continuous learning and with new learning technologies.

<< Objectives >>The Talk2Me project focuses on mobbing directed towards migrant workers. It aims to identify the risks and effects of mobbing in the workplace; to increase awareness of the dangers of mobbing; to create a curriculum, focused on developing specific competencies against mobbing, addressed to managers & HR departments; to teach migrant workers to identify mobbing incidents & to act, according to their rights; to contribute to creating a healthy work environment and to promote inclusion & diversity.<< Implementation >>The project will answer the target groups’ needs by conducting an analysis of the current situation regarding mobbing in the workplace & developing an instrument of self-evaluation over practices, policies and actions in the organizational environment. Based on the results of the self-assessment tool, managers & workers will be able to follow a training program, build new competencies and prepare other staff members (HR, administrators, activity coordinators) to identify and deal with mobbing.<< Results >>On the project’s completion we expect to reach the following RESULTS: new tools that allow self-evaluation practices, policies and actions in the social economy organizational environment regarding mobbing; enhancing managers & workers’ competencies to identify mobbing situations and know exactly how to act. Increased awareness among the companies & a common understanding that “being bullied at work is more distressing for employees than all other work-related stress factors put together”.

The ever-increasing phenomenon of human migrations is posing new challenges to host societies all around Europe – in 2016, «2 million non-EU citizens immigrated to the EU and EU Member States granted citizenship to almost 1 million persons» (Eurostat, 2018). Whether this flow will be considered a threat or an enriching opportunity also depends on the ability of EU countries to facilitate and coordinate smooth integration processes. The majority of migrants generally need to develop a new set of skills in order to enhance their life-project in the hosting country. In most cases, providing training courses to migrants, by teaching local languages and offering vocational training. Nonetheless, migrants often struggle to capitalize the benefits of the educational and training paths they are involved in. In our opinion, the main causes for this lack of commitment are the condition of trauma that often affects them and their difficulty in understanding the new socio-cultural setting. In order to develop successful integration processes, it is necessary to implement effective educational and training methodologies, through innovative ways of increasing learners’ motivation. This is the main reason why we would like to implement a mentoring model aimed at giving advice and orientation to migrants, so as to increase their motivation and other civic competences. Evidence shows that most mentoring programmes are successful in the development of soft skills, such as self-esteem, resilience, self-efficacy, whilst promotes the achievement of hard outcomes (eg, education, employability) (Colley, 2003), and mentoring can have a potential benefit when the outcomes are well set and adaptable to the migrant condition (Månsson and Delander, 2017). Mentors, in this conception, must be experienced persons willing to pass on their knowledge in order to help the mentees to find in themselves the necessary resources to reach their own goals. Several mentoring programmes for migrants across Europe aim at employment, language and cultural assimilation and, plenty of projects are being developed in the framework of mentoring and migrants. All the organizations supporting the integration of migrants need to rethink the role of mentoring to impact not only knowledge and skills but, more importantly, social inclusion. Investment on training mentors providing them with practical tools, alongside with accompaniment, monitoring and measurement instruments are key factors to widen the success stories of migrants. The RISING project wants to integrate the motivational benefits of mentoring into the training and educational curriculum offered to migrants. Specifically, RISING will seek to provide a set of tools, complimentary to those projects already being carried out, in order to help mentors fulfilling their roles and to provide additional support for mentoring providers. RISING partners will work to create:IO1 - Handbook of tools and resources for mentors, including success stories of migrants;IO2 - Interactive tools for mentees’ uptake;IO3 - Toolkit for mentoring impact.During project duration, RISING wants to target:-30 individuals to be trained as mentors-30 migrants to be involved as mentees-35 participants in transnational learning mobilities-155 stakeholders at multiplier eventsAt project completion, RISING partners intend to achieve:-Raised awareness on the importance of motivation for migrants to adhere to further education;-Increased number of mentees interested in entering mentoring programs;-Improved skills on mentors for migrants, especially on pushing migrants to action;-Better prepared mentors by putting at their disposal a handbook of resources for mentoring sessions;-Increased levels of motivation and proactivity among migrant mentees;-Improved relationships between mentors and mentees, by better understanding of what is expected from both roles; -Better equipped mentoring providers and practitioners, able to provide robust data and evidence-based mentoring, making use of the toolkit for process management;-Improved skills among partners’ staff and volunteers,enabling them to provide alternative support to migrants and/ or their mentors.

"<< Background >>In the 21st century some competencies are becoming more important than others. Nowadays employee should have competencies which could be used in various contexts and would allow flexibility to adapt to changing conditions. Such trend is visible not only in Lithuania, but in all European Union. In 2019 the research conducted in Lithuania revealed that in employers’ opinion graduates need stronger skills in ability to make decisions (84%), analytical thinking (77%) and creativity (59%). According to employers confederation, one of the most needed/wanted skills - employees’ creativity. The general objectives of our project is to establish and develop by the partners ""the 8 basic stories"", which will be adapted to their country or region by primary and secondary school pupils with the aim of promoting inclusion and preventing early school leaving, through creativity and theatre.The scope of the project will be primary and secondary schools, including cultural centres and youth clubs, regardless of whether they are rural or urban. The differences andinequalities that cause early school leaving are found in both rural and urban areas, and are unfortunately a general phenomenon in all EU countries. The supranational significance of social inclusion is a major need in all EU countries. Combating social and cultural disadvantages in the school environment becomes a fundamental need for all our countries and the fight for social inclusion must be a priority for all European institutions.We will achieve the objectives by taking into account the diversity of students within the same school and classrooms, having the appropriate support to respond to heterogeneity and focusing on the dramatization skills of each student and the sense of belonging to the theatre group. We will encourage the development of the students' creativity through the theatre to stage daily problems in our European societies. Based on the values that we have to develop and promote among the students, the teacher/director will work on the staging of those daily situations of our young people in their cities or countries. Their dramatization and staging will help these young people to become aware of the problems and their solution, via social inclusion. The target group is school children and youth in the broadest sense of the word, so that by acquiring an awareness of the serious problems of our society present in their immediate environment, and dramatizing them through the theatrical technique of dramatized improvisation, the core of our project, they will become aware of these shortcomings (perhaps of their own schoolmates who are very close to them), and acquire this awareness will address the solution of unjust situations. Through the starting point of latent values in universal stories, everyday situations and problems will be focused on analysing and solving situations such as social inclusion, bullying, cyberbullying and aggressive behaviour in the school environment, injustices, etc.<< Objectives >>The instrument of our general objective in our project is to use the technique of DRAMATISED IMPROVISATION as a tool to encourage divergent thinking, imagination, fantasy and above all, creativity.The teachers will apply this technique so that the students become familiar with the story and its interpretation, and through the dramatization and rehearsals, we will hopefully achieve the integration of the students in the work group and develop the scheme of teamwork and the assumption of new roles that will arise from staging the stories. It will conclude with the final staging of the story in front of the rest of the class (or the rest of the school), getting the group to act and ""play the theatre game"", which places the actors in an intermediate position between reality and fantasy, and it is because of this peculiarity that, through theatrical improvisations, a rupture of the fixed links between classmates is produced, which generates in the group a need to restructure new socio-affective alliances that are momentary, but can also be lasting.<< Implementation >>We will endeavour to:1.- Establish the 8 stories by the project partners to be developed in the project, which will be adapted to their region or country by the primary and secondary students, with the aim of favouring inclusion, through creativity and theatre.2.- Achieve the objectives by taking into account the diversity of students within the same classroom, having the appropriate support to respond to heterogeneity and focusing ondramatisation skills.3.- Manage to promote self-esteem, achievements and success, respect and a sense of belonging to the social group, and in this way the stimulation of creativity becomes the result of this project.4.- Encourage the development of students' creativity through theatre to stage everyday problems in our European societies, and based on the values that we have to develop andpromote among students, the teachers will work on the staging of these everyday situations and their dramatization. 5. - Finally, for example, based on the inclusion by race or social origin, the teacher and the group of students will adapt the chosen story, which will be the one that the students will have to interpret and that will have as an objective this social inclusion, and through this innate creativity in the world of theatre, a play will be staged and performed on a current issue and students will be made aware of the importance of integrating and including everyone, regardless of their race, culture or social background, or because of the theme that the group of students and the teacher have chosen to develop.<< Results >>Our results / outcomes will include:R1 - MAPPING OF VALUES TO BE DEVELOPED AND STRUCTURE OF THE STORY TO BE DEVELOPED AND INTERPRETEDR2 - DEVELOPMENT OF THE TECHNIQUE OF IMPROVISATION AS A BASIS FOR CREATIVITYR3 - STRUCTURE OF THE 8 STORIESOur final products will include: 1.- Promotion of inclusion through creativity and theatre. This will be achieved by paying attention to the diversity of students within the same classroom and having the appropriate support to respond to heterogeneity. This will help to promote self-esteem, achievement, respect and a sense of belonging to the social group.2.- Dramatisation, which is, therefore, an ideal vehicle for the advancement of creative expression and, above all, for dealing with a great variety of situations and contexts, providing the student with resources to face up to unexpected and complex situations.3.- Working from theatre and the dramatization of these stories rich in values, we will achieve through its staging social inclusion, improving and changing attitudes that integrate the students, and also block the way to bullying and school absenteeism.4.- By awakening creativity in the students through art and theatre in the educational field, we will achieve an important component for the development of creativity."

EASE, in its core, aims to establish the benefits, or potential benefits of Education for adult refugees, namely in a specific area core to job creation and social inclusion. Entreperneuship. The project involves 7 partners from the UK, Italy, Portugal, Slovakia and Romania. Its main target are refugee women, being its complementary target actors of the Adults Education Field. Our goal resides in:-improve the first to access the AE and then having a chance in the labour market;-Improve the AE offers by supporting the actors working in that in order to contrast negative phenomenon such as racism, lack of proposals, daily difficulties such as the language, etc.To achieve it, we aim, with EASE, to introduce this training solution (when re-qualifying, high education, low skilled workers or adult learning), ICT based innovation, exchange good practices in female entrepreneurship training, identifying what works in teachingand learning processes, but also in competences development assessment.Female gender, although sociocultural evolution, continues to be target of discrimination that increases the disadvantage situation in what regards the creation and use of opportunities in the labour market the inequality is obvious and recognized by all actors, especially in matters of income and professional and family life balance. The present project offers a tailored solution aimed at women in disadvantage situations, namely:- unemployed or inactive- first job seekers- entrepreneurs with activities in the underground, black or informal economy- single mothersThe project specific goals are:1. Create 1 joint curricula: work-based training courses to develop: business and soft skills, namely: language and communication, maths and calculation, ICT, responsibility and organization, resilience, entrepreneurship and creativity, cooperation and team work, negotiation and conflict management and marketing;2. Train a specific number of women, in 6 countries, in groups of 2, to develop and implement business plans;3. Support trainees through a mix of group coaching and 1-to-1 structured mentoring program;4. Improve community and businesses engagement by creating fund raising opportunities to trainees present their business ideas.