<< Background >>After the 2006 Recommendation of the European Parliament and of the Council on Key competences for Lifelong Learning, the updated Recommendation (2018) emphasized the purpose of key competences by stating that “in a rapidly changing and highly interconnected world, each person will need a wide range of skills and competences and to develop them continually throughout life”. The expectation is for “high-quality education, training, and lifelong learning for all, to support educational staff in implementing competency-based teaching and learning approaches, to promote a range of learning contexts from the perspective of lifelong learning, and to explore approaches to the assessment and validation of key competences” (LifeComp, p.7).Now, with the COVID-19 pandemic, major changes occurred in our lifestyles forcing changes in education and training, workplaces and skills requirements at all levels. In this context, citizens need to “be able to reflect on and develop their personal, social, and learning to learn competencies in order to unleash their dynamic potential, self-regulate their emotions, thoughts, and behaviours, build a meaningful life and cope with complexity as thriving individuals, responsible social agents, and reflective lifelong learners” (LifeComp, p.8) This key competence is named “Personal, Social, and Learning to Learn”, and is defined as “the ability to reflect upon oneself, effectively manage time and information, work with others in a constructive way, remain resilient and manage one’s own learning and career” (LifeComp, p.8).Aligned with classical theories of sociocultural development, internalization (which stems from social interactions) is the catalysator of learning. The social interaction aspect is KEY for LIFEx project. LIFEx project is built upon this knowledge base and is aiming to have a positive impact on European workplaces, by contributing to the workforce skilling in the “Personal, Social, and Learning to Learn” competence, through a competence-oriented virtual reality training programme, focused on providing Immersive Learning Experiences (ILx) designed to train this competence and support target-groups into “fulfilling their dynamic potential, self-regulate their emotions, thoughts and behaviours, build a meaningful life, and cope with complexity as thriving individuals, responsible social agents, and reflective lifelong learners” (LifeComp). According to the Accenture report “Immersive Learning For The Future Workforce” (2020) the key benefits of immersive learning are a) providing environments that more closely mimic real-life situations allowing workers to reach greater levels of expertise in less time; b) the possibility of remote collaboration and other remote training activities; c) the reduced costs on employee travel for training and space on real estate; d) learning through inconsequent mistakes; e) increased engagement that leads to better retention; g) and better analytics with rich data sets (behavioural, eye-tracking, heat maps and gesture tracking).Immersive learning is already implemented in medical training for surgeons, retail training, aeroplane traffic control, and other technical fields, but Virtual Reality is NOT enough explored in the field of soft skills training.<< Objectives >>The LIFEx objectives are to contribute to human empowerment by increasing the Personal, Social, and Learning to Learn' competencies of the European workforce; increase VET internal capacity to respond to trainees and market needs through attractive and engaging immersive training offers; foster the progress on the way soft skills training through VR is evaluated; and support teachers and trainers in implementing VR in the soft skills training.<< Implementation >>LIFEx main activities are the development of the Competence Matrix in EN, IT, GR and RO; the development of the preview of immersive learning experiences; the Digital Badges allocation per learning experience; the development and implementation/testing of the LifeComp Immersive Learning Experiences in Ireland, Italy, Greece and Romania; the development and implementation/testing of the eTools for LifeComp ILx evaluation tools in in Ireland, Italy, Greece and Romania; the Peer-review stages by all partners; the C1:LifeComp ILx Pop-up session for trainers; the E1-E4: VR4LifeComp Pop-up Sessions; the ongoing Quality and Evaluation monitoring; and the Communication and sharing of project activities and results.<< Results >>The main expected outcomes of the LIFEx project are a) to foster the collaboration of different organisations to contribute to human empowerment by increasing the Personal, Social, and Learning to Learn' competencies of the European workforce; b) to increase the VET partners internal capacity to provide VR training based on LifeComp Framework; c) to booster teachers and trainers ability to implement and evaluate VR training based on the LifeComp Framework.The results that will be developed to make the above outcomes possible are:The “LifeComp Immersive Learning experiences (ILx) Competence Matrix”: the competence matrix will adopt a Learning Outcomes' Approach where a set of LOs will be developed for each Immersive Learning experience in terms of Knowledge, Skills and Autonomy and Responsibility. The competence matrix will also include the description of the Immersive Learning Experience and expected contact hours to complete the experience. At least 3 ILx will be developed, one for each area: Personal, Social and Learning to Learn.The “LifeComp Immersive Learning experiences (ILx) Training Methodology and digital training methodology. For each ILx the following will be developed: a conceptualization of the Immersive Learning Experience (eg. scenario) and the conceptualization and design of the Digital Badge allocated to the specific experience. Methodologies will be centred in: a) virtual reality scenarios where the trainee freely interacts/reacts to the scenario and later will be able to see the video footage of the experience (autoscopy methodology) or virtual reality scenario with multiple choices, where the trainee chooses among a closed set of options to advance.The LifeComp Immersive Learning Experiences training. ISQe will design and share the pedagogical architecture of the virtual experiences, followed by the design and development of the immersive learning experiences with contributions from all partners. Each partner will implement a training pilot with at least 5 persons. Each person can go through one ILx or the three ILx, as long as all ILx are tested overall.eTools for LifeComp ILx evaluation. Two different kinds of etools will be developed: a) a digital autoscopy framework, including the evaluation criteria for each ILx, where Trainees will be able to watch the recording of their ILx. This way they can compare the way they acted in each ILx to the performance criteria (in the autoscopy framework for that ILx) and register a self-evaluation; b) eTool for LifeComp ILx evaluation for trainers whereby repeating each experience, trainers can see the differences/(hopefully) improvements to the way trainees dealt with each scenario.The ILx will adopt a gender-inclusive lens throughout.Sustainability strategy. Document that defines the activities to be carried out to enhance the successful sustainability of the project outcomes and results in terms of application/replication of the products and its placing on the market.Other results comprise: the project management, quality & evaluation handbook; Financial reports; Action Plans; Project management, quality & evaluation reports - Interim Report and Final Report; C1 - LifeComp ILx Pop-up session for trainers; Communication and project promotion strategy; Graphic identity manual with logo; .word document template & .ppt presentation template; project teaser for social media; Press Releases; Newsletters, LIFEx website and LIFEx Social Media and VR4LifeComp Pop-up Sessions (IE, IT, GR, RO).

"It is well documented and widely accepted that active ageing can give the opportunity to adults 50+ to be more competitive and productive by improving their skills through training.The Europe 2020 strategy recognizes that more adult learning can help overcoming the economic crisis, meet the need for new skills and keep its ageing citizens productive. Learning is also essential for social inclusion and active citizenship. A good number of research papers and EU programmes cover priorities associated with active aging. The way adults approach learning and their capacity to learn, is different compared to the younger generation. For instance, they are more self-guided in their learning, they bring more to a learning situation, because of their wider experience and they require learning ""to make sense"". Although older people may have spent their entire careers in paid employment, gaining along the way lots of experience and a certain skills-set, they often luck the set of skills necessary to become more competitive in their jobs. This project, through carefully crafted learning methodology / tools, will directly respond to these challenges. The actions and outcomes associated with providing learning and mentoring to adults is considered new. The project promotes the participation of older people from any background, including those in disadvantaged rural areas and including those who have not completed basic education. The project is open to any person, age 50+, willing to improve its skills. The project will actively encourage participation of people from different socioeconomic backgrounds, including immigrant groups, irrespective of racial, ethnic, religious, sexual orientation. Promoting equality between men and women will be particularly addressed, since EU research reveals weak representation of women in entrepreneurship - self employment. The development of the online portal is also innovative and new. To the best of our knowledge there is no such interactive tool addressed directly to older people, but also accessed and used by other stakeholders. The tool will allow users to explore their occupational interests in relation to other candidates of the same interest.Face-to-face courses, group workshops and mentoring support directly related to adults 50+ are considered new. Among other skills, participants will learn how to use social media tools thought a learning-by-doing activity, benefiting at the same time from establishing cooperation and creating networks – this is considered new for the particular target group. The project aims to:• Improve low-skilled adults through non-formal and informal learning• Validate skills and competencies• Reduce the number of low-skilled adults (50+) • Create active citizenship • Provide acquired new work skills in order to increase competitiveness and employability• Educate, train and support adults (50+) to help turn their experience and good ideas for personal development and fulfillment• Promote social cohesionIn achieving those aims the project will implement the following objectives:• Educate and support mentors in order to give value added services to the target group. The topics will be developed are relating not only the development of ICT skills but also in social skills.• Develop an online portal where the beneficiaries can explore their occupational interests in relation to other candidates of the same interest and promote on line one stop shop website for the extraction of information regarding formal and non-formal training courses, group workshops and mentoring. • Develop and implement an adults’ (50+) training programme, which enables them to understand, support and increase their skills in order to be competitive and productiveThe project activities are compatible with the aim of Europe 2020 and fulfill priorities associated with the reduction of low-skilled adults by educate, train and re-skilling them through informal and non formal learning."

<< Objectives >>The central objective of MESS4GE is to increase the competencies of consultants and SMEs to perform ESG Gap Analysis and create meaningful reports. This will be done through training, self-assessment and external observations, leading to completed ESG Reports (the MESS4GE). The information gathered through these reports is expected to support the monitoring of SDG achievement as well as more data-drive policies for a more sustainable future.<< Implementation >>MESS4GE will implement 5 WPs. WP1 will revolve around effective Project Management. Then, WP2 aims to create a knowledge base regarding ESG innovation, specifically for SMEs. WP3 will exploit such knowledge to build the competencies of ESG experts, consultants and auditors to analyse companies through an ESG lense. WP4 will enshrine the insights collected through written ESG reports. WP5 will ensure the exploitation of all the results.<< Results >>MESS4GE main results:ESG Assessment Reports of SMEs, in cooperation between companies and consultants;ESG Reporting Template and guidelines to report on SMEs’ performances through ESG Criteria;Capacity-building package for experts/consultants on ESG Reporting;Training methodology for corporate trainers to strengthen SMEs employees to recognise relevant sustainability issues in their organisations;Self-assessment web tool for SMEs employees to easily with ESG trends on the workplace.

"<< Background >>Presenting the new EU Plan for Digital Education and Training in September 2020, the European Commission reminded that in the post-Covid era it is necessary to improve the use of digital technology for teaching and to promote the development of digital skills.By turning the attention, through Cedefop, to the impacts of pandemic management in the VET systems of the partner countries, it emerges that almost all the countries analysed have developed actions to support the training systems.•In Italy, online training resources have been made available free of charge, but practical difficulties have been emerged due to lack of access to tools, materials, equipment and technology. •The Spanish system has launched several learning platforms to support online trainers and learners, without putting them into a system, and it has selected a number of methodologies and activities to facilitate teaching.•In Germany, actions have been taken to maintain a stable VET system (based on the dual system), organizing the learning according to safety standards and supporting companies offering apprenticeship positions.•114 out of 124 Greek public VET institutions (IEKs) have launched asynchronous teaching platforms and started to deliver synchronous distance learning. Trainers have been delivered short training sessions on digital skills. •Belgium has carried out the provisions contained within the ""Wallonia Digital Barometer - Digital Education"" and the ""Flemish AI Policy Plan"" without making major changes to VET.Despite the deserving efforts made, the overall picture that emerges is of strong fragmentation and lack of homogeneity along with the relative difficulty of systemizing and scaling the different experiences. Hence the need for a systematization of good practices at European level, as well as the development of a learning model that starts from the self-assessment of the digital skills to the personalized design of learning content.The trend we are witnessing is the STABILIZATION OF A HYBRID MODEL, with short and dedicated classrooms for in-depth learning, integrated with online training, which will transform trainers into ""coaches"" able to design increasingly personalized paths through digital technologies (in particular AI - Luckin, 2016). It is therefore necessary to invest in trainers' digital skills, providing tools to support online teaching, and in technologies. In the light of this comes the project ""e-VET for Artificial Intelligence"" (e-VET4AI).In terms of Target Group needs:- Concerning TRAINERS the project will respond to their pressing upskilling needs determined both by the digitalization of the teaching and learning practices and by the digital revolution which is impacting the whole economy and particularly the mechanical segment (Industry4.0). - Concerning e-VET INSTITUTIONS, the project intend to address 3 different needs being those of a) opening up education to different targets (i.e. Adult, disable people) thanks to a full integration of digital learning into their curricula b) supporting their digital transition - both via upskilling their trainers and offering ""ready to use"" digital tools, contents and platform/app c) modernizing their training offer, which currently do not prepare young people sufficiently for the digital economy and society, to better respond to the changing needs of the labour market (i.e. Industry4.0).- Concerning the STUDENTS and WORKERS the project will answer to the following needs: a) have access to more flexible (going beyond the limits of the classroom ) and customized (personalized based on the individual needs) learning experiences b) get prepared for the new ""digital"" economy developing those skills (both transversal and vertical) requested by the labour market.- Concerning the METALMECHANICAL COMPANIES the project intends to address to the skill shortage in the sector by better preparing youngsters for the new jobs connected to Industry4.0.<< Objectives >>The project aims to support trainers active in mechanical training courses in the development of new digital skills and confidence in the use of new teaching methodologies, to be integrated within more traditional teaching methods by means of: a survey on the DIGITAL PROFICIENCY of trainers, via a SELF ASSESSMENT TOOL; an e-VETrainers PLATFORM, and related APP; the DESIGN OF A TRAINING TOOLKIT for the engineering sector, focused on the frontier technologies of AI and DA.The project also aims to achieve the following objectives:•Increase the digital skills of trainers, using the DigCompEdu framework;•Implement blended and distance training methodologies, including international cooperation;•Identify and test digital tools to support IVET, particularly on topics related to Industry 4.0;•Increase the digital readiness of IVET institutions in mitigating the impact of the Covid 19 pandemic (and any other situation requiring distance learning) on class-based teaching, especially in industrial and technical VET programs.The decision to focus on the mechanical segment of VET is suggested by the severe impact that the health emergency has generated on the engineering sector (it is estimated an average drop of GDP in the EU-27 of -7.1%, respectively -9.1% in Italy, -7% in Germany, -8% in Spain, -10% in Greece and -6.9% in Belgium, source VDMA 2020), the final recipient of the VET activities.<< Implementation >>The project foresees 3 Rs, 5 Es and a LTTA. Support activities will be ensured. These activities can be grouped in the following phases, which determine the methodological approach for the achievement of the project results and objectives.ANALYSIS, BENCHMARKING AND VALIDATION PHASE (R1, R2)To validate and contextualize the research carried out in the design phase and update it, the partnership will be involved in: •a working table (R1/A1) with the consortium of the SELFIE FOR WBS TOOL, with the aim of creating synergies and prospects for integration in view of the design of the e-VET SAT; •territorial Focus Groups (R1/A3) with representatives of organizations outside the partnership, with the aim of investigating how the Covid-19 has impacted in their training contexts.The result of these phases are both important for awareness raising on project target groups, and instrumental for the the design of project results.At the technical level, a research and benchmarking analysis will be carried out on the technological tools best suited to support the e-VET SAT (R1-A2) and the Platform and the project App (R2-A1).CO-DESIGN PHASE (R1, R2, R3, LTTA C1)All Project results will be characterized by a specific co-design activity of their contents and related frameworks.The e-VET SAT and the e-VETrainers Platform and App will see the involvement of all the partners in their co- design and elaboration (R1/A4 for the former, R2/A2 and A3 for the latter).The design phase of the e-VET4AI Training Model (R3) will be initiated by an international co-design session (LTTA C1) in which the participants (trainers and experts from the partner institutions) will define the main designing elements for the toolkit. In fact, these principles will support the partnership not only in the micro and macro-design of the contents and structure of the training toolkit itself (R3-A1 and A2), but will also be taken into account in the elaboration of the reference Guidelines (R3-A4).TESTING AND PILOTING PHASE (R1, R2)The e-VET SAT will be tested within the partners (R1-A5), the User Test of the developed Platform and App will be carried out (R2-A4), their Go Live will be realized (R2-A7) and the macro/micro design activities of the e-VET4AI Training Model will be implemented (R3-A1 and A2), foreseeing the total involvement of 40 trainers. This latest activity (Go Live, R2-A7) will be open also to 80 trainers coming from IVET institutions outside the partnership.Modifications may be made to the Results according to the evaluation results. PHASE OF DISSEMINATION AND EXPLOITATION OF RESULTS (E1-5)The CDP will be discussed at a very early stage of the project (M3) while the Exploitation and Sustainability Plan will be discussed preliminarily at M12. These choices respond to the need to reach an agreement with the partners as soon as possible about what tools and results the partnership intends to exploit after the end of the project and what mechanisms to do so. During the project a series of promotion and dissemination activities will be organized to inform the target groups about the project activities and expected results and to involve them in different project phases. These efforts will culminate in the organization of 4 local dissemination events (E1-4) and 1 final conference (E5), which aim to promote the adoption of the tools developed by the project also outside the partnership and at European level.External actors (VET bodies and companies) will be invited to sign a MoU to confirm their commitment in uptaking project results .<< Results >>The project aims to initiate a process of OPEN INNOVATION in which the European IVET systems are open to practices developed in other contexts through the sharing of a VIRTUAL LEARNING SPACE, achieving the following Results.1.Upskilling trainers (from both partners and other VET institutions) on teaching and learning methodologies, necessary in the current era, using digital technologies.The development of the SELF ASSESSMENT TOOL ON DIGITAL PROFICIENCY (R1) will contribute to the achievement of the above. This tool will be structured as a questionnaire, built around the areas of observation provided by DigCompEdu, aiming at testing the level of Digital Proficiency of trainers and outlining the progressive acquisition of skills and practices able to advance them on the scale of reference . We will investigate skills in the USE OF DIGITAL RESOURCES, TEACHING and LEARNING and EMPOWERMENT OF OUR LEARNERS.The implementation of the WEB PLATFORM e-VETrainers (R2) will contribute to the achievement of this result. The Platform, and the related App, will be designed to facilitate collaboration and sharing between trainers on the creation of interdisciplinary DIGITAL LESSONS, aggregating in a single web space: 1) multimedia tools; 2) communication tools; 3) content developed at the level of CLASS, MULTICLASS or ENTITY. The design ingof an ONLINE TRAINING TOOLKIT (R3), addressed to the mechanical training system with a focus on AI and DA, will contribute to the achievement of the above result as it will allow trainers to test the developed materials, also measuring their ability to use innovative digital tools.Finally, this result will be achieved through the participation of trainers in Multiplier Event E1-E5 and LTTA C1 activity.2.Upskilling trainers of the partner organizations on Key enabling technologies for Industry4.0 (AI and DA), with a twofold purpose:•pedagogical - AI is increasingly considered a strategic technology that the VET system must look at to improve its innovation and distance learning design capabilities; •thematic - AI, closely linked to data and information analysis (Data Analytics), is one of the technologies that the productive plants look at with interest as a frontier technology. The IVET system should update its training offer incorporating AI and DA in order to address the new labor market needs.The DESIGN OF THE TRAINING MODEL (cf. R3) and the short mobility activity C1 e-VET4AI Learning, Teaching, Training Activity (LTTA C1) are designed to contribute to the achievement of this result.3.The strengthening of a network for good practices exchange at EU level, encouraging cooperation between partner institutions and with other European training institutions involved in the project and the main European stakeholders and policy-makers.The cooperation between trainers and VET providers, aimed at developing a roadmap for IVET Digital Innovation, will be promoted and implemented through the activities planned (Focus Group, R1-A3; e-VET SAT administration, R1-A5; e-VETrainers Platform and App User Test, R2-A4; Workshop, R2-A6; Go Live of the e-VETrainers Platform and App, R2-A7; LTTA C1) and it will be incentivized by the nature of its Results (in particular of the e-VETrainers Platform).Finally, through the Multiplier Events (E1-E5) and the Final ConferenceCall To Action, the Communication and Dissemination Plan and the Exploitation and Sustainability Plan, designed to promote and use the Results achieved at local and European level, the project intends to give life to a network of VET institutions and stakeholders that can exchange good practices and experiences to feed the debate around the Digital Innovation of the European VET System."

<< Background >>According to the Council Recommendation on a European Framework for Quality and Effective Apprenticeships (2018/C 153/01) one of the criteria for working and learning conditions is that of Pedagogical support i.e. “In-company trainers should be designated and tasked to cooperate closely with vocational education and training institutions and teachers to provide guidance to apprentices and to ensure mutual and regular feedback. Teachers, trainers and mentors, especially in micro, small and medium-sized companies, should be supported to update their skills, knowledge and competences in order to train apprentices according to the latest teaching and training methods and labour market needs”. The primary goal of the i-Coach partnership is to create a new occupational profile i.e. the i-Coach Expert: a role which has been either missing or neglected by businesses, educational institutions and national policy makers.Companies often lack the experience of running an internship program, as there is a lack of definitive reference as to who should take the responsibility for creating such a program, what competences they should have or what is the proper understanding of the mentor of his/her role. Equally important is the question of return of investment i.e. how can they enable their companies to benefit from WBL and individual apprentices or successfully integrate the latter in their working environment. While larger companies can afford to invest in training for their staff to bring up quality internships, smaller businesses can’t as they would rather invest in more urgent needs. Thus, the long-term effect of having a dedicated internship program, headed by a dedicated staff, is not being harvested in full capacity.The problems addressed by the project are common to all countries, and that is why their social and cultural background, as well as experience in the field, will create conditions for enhancing and adapting the processes of quality WBL. The i-Coach project aims to tackle the above mentioned issues through the transference of innovative knowledge, tools and practices based on WBL knowledge, collaboration between the relevant stakeholders and exploitation of ICT Tools in these fields. The project aims to introduce the role of the i-Coach Expert, by developing an innovative toolbox, which will equip potential end users with the necessary knowledge required to create & manage an internship program or support employees in their transition to a new role within their organization. The application of ECVET principles into the development of the profile and by developing LOs at EQF Level 4 will allow the project to outreach the TGs.<< Objectives >>OBJECTIVES1) Create a new occupational profile i.e. the i-Coach Expert to support businesses in providing quality internship opportunities2) Provide an innovative approach to upgrading the TGs’ mindset and skills about internship/apprenticeship implementation managementPromote WBL by ensuring pedagogical support for working and learning conditionsSPECIFIC OBJECTIVES1) Equip potential end users with the necessary knowledge, skills and competences of those who are looking to create/manage an internship program2) Increase awareness of the use and the benefits of WBL3) Design a dedicated training methodology and training course to facilitate the uptake of the i-Coach Expert occupational profile;The project also aims to:1. Promote WBL by involving all relevant stakeholders (PR1, PR3) 2. Develop products that are tailored to the identified TG needs (PR1) 3. Make the products of the project sustainable and usable for a large number of stakeholders (PR2, PR3)<< Implementation >>PR1: Design of the i-Coach Expert Skill Set ProfileProject Result 1 (PR1) represents the foundation on which the other 2 PRs will be laid upon - via a mapping process, the partnership will investigate and explore all relevant factors which will lead to the successful creation of the i-Coach Expert’s Profile i.e. what characteristics, knowledge, skills and competences should the i-Coach Expert possess.PR1/A1: Needs Analysis FrameworkThis first activity of the project aims to determine the skills and competences necessary to create the i-Coach Expert’s profile and help define the training contents, the methodology, the way of delivery and the evaluation methods.PR1/A1.1 WBL Knowledge Gap FrameworkThe partnership will investigate what are the obstacles related to national legislations which hinder (or accelerate) WBL practices. PR1/A1.2: i-Coach End Users Focus GroupsThe partnership will organise a series of Focus groups with the main objective to receive first hand feedback in terms of WBL needs, which cannot be received by other conventional researching methods and engage relevant stakeholders from the very beginning of the project.PR1/A2: Elaboration of National Reports Each partner will develop a national report depicting the current situation in terms of WBL.PR1/A3: Elaboration of the i-Coach skills set reportThis first milestone of the project, will contain all the necessary information regarding the set of skills, knowledge and competences required for the creation of the i-Coach Expert Profile.PR2: Development of the i-Coach Training ToolboxPR2 aims to elaborate the i-Coach Training Toolbox leading to the ECVET profile of the “i-Coach Expert”. PR2/A1: Development of the i-Coach Training MethodologyBased on PR1 results, partners will develop the i-Coach Training Methodology i.e. the backbone of the training content and will define the way it will be delivered to end users.PR2/A2: Development of the i-Coach Training CourseBased on the elaborated methodology, partners will work on the development of the specific training content.PR2/A3: Translation of the i-Coach Training ToolboxOnce the contents and materials have been developed and proof-read in the English version, they will be translated in all partner’s languages.PR2/A4: Development of a Training PlatformThe e-learning training platform will support the training, function as a knowledge dissemination platform and facilitate the active collaboration between learners and trainers.PR3: The i-Coach Collaboration ModelPR3 represents the final outcome of the project and its main goal is to (1) test the quality and functionality of the i-Coach training course; (2) test its impact on the end users; (3) and thus, provide insights for the i-Coach Collaboration Model. PR3/A1: Test of the i-Coach Training ToolboxEach partner will invite at least 15 representatives of the project TGs with a special focus on SMEs, giving a total of at least 105 participants.PR3/A2: Piloting phase assessment & Fine-tuningThis activity is dedicated to improve the training content and the functionality of the e-learning platform, based оn the collected feedback.PR3/A3: The i-Coach Collaboration Model ReportThe i-Coach Collaboration Model Report will serve to demonstrate how the strategic use of the i-Coach methodology and WBL approach has the potential to give competitive advantage to businesses.C1 Train the Trainer The event will give partners the opportunity to assess the project outputs through mutual learning and testing process.Multiplier events During the last 2 months of the project lifetime, the partnership, will run a series of multiplier events in the form of a conference. The main objective of the event is to generate awareness among TGs and relevant stakeholders about the project outcomes, the i-Coach Training Toolbox and the Collaboration Model Report and ensure and support the use of the project deliverables by a critical mass of adopters.<< Results >>In order to avoid repetition with other sections, here we would like to present only the key outputs and their respective performance indicators:PR1: Design of the i-Coach Expert Skill Set Profile- 28 case studies in the area of WBL and internship implementation (PR1/A1.1)- 6 national reports exploring the national legislation in the area of WBL & internship implementation (PR1/A1.1)- At least 7 focus groups engaging >70 relevant stakeholders on the issues addressed by the project (PR1/A1.2)- 7 focus groups reports (PR1/A1.2)- 1 i-Coach Skill Set report describing the skills, knowledge and competences necessary for the creation of the i-Coach Expert Profile (PR1/A3)- 6 translated Executive Summaries of the i-Coach Skill Set Report (PR1/A1)PR2: Development of the i-Coach Training Toolbox- 1 i-Coach training methodology (PR2/A1)- A set of training modules designed according to PR1 findings (PR2/A2)- 1 e-learning platform to facilitate the online training of the end users (PR2/A4)PR3: The i-Coach Collaboration Model- At least 105 individuals engaged in the Pilot test phase (PR3/A1)- 14 people interviewed with the aim to obtain more in-depth feedback related to the quality of the project results (PR3/A1)- 7 National reports related to the pilot training assessment (PR3/A2)- 1 i-Coach Collaboration Model Report (translated into all of the 6 partners’ languages) (PR3/A3)C1: Short-term joint staff training events- 1 Train the Trainers Workshop;- 14 staff members (2 from each partner) trained in each of the developed modules from PR2;Multiplier Events- 6 national multiplier events (BG, CY, SP, BE and RO);- A total of at least 200 participants in the national multiplier events;Dissemination- At least 70 persons attending the end user focus groups (PR1/A1.2)- At least 105 individuals and professionals attending the pilot training (PR3/A1)- At least 200 participants attending the final multiplier events- At least 5000 stakeholders reached at the end of the project through publications, newsletters, press releases, meetings and events, organized or attended by the partners;- At least 250 followers on the Facebook project page;- At least 5000 unique users accessing the project web page;- A set of dissemination materials ensuring visibility of the project e.g. 1 project brochure, 4 Newsletters, 1 project website, 1 Social media page, at least 2 press releases.More information is provided in the “Project Results” and “Impact” sections.