<< Objectives >>Since the onset of COVID-19, there has been a dramatic reduction in the number of transnational mobility opportunities for learners across all sectors & low-skilled VET trainees in particular. PTMA aims to use digital technologies to prepare & accompany potential mobility participants so they have the confidence to take part safely in transnational mobility &/or in-person/hybrid work-based learning experiences.<< Implementation >>Our research showed that an overwhelming majority of young people aged 16-24 own a smartphone. This is where the idea for the PTMA project was born. We will create a multi-format ‘Personal Transnational Mobility Assistant’ smartphone app with customisable scenarios & solutions, access to key documents & one-touch messaging with identified contacts. We will also design multi-access interactive mobility preparation modules for trainees & a pedagogical guide for educators.<< Results >>All the PTMA results will be digitally based, open-source, available in 8 languages & tested by 48 learners & 16 tutors in the pilot studies across the 8 countries of the partnership. The PTMA results will be adaptable to other sectors, dramatically increasing the potential impact & underlining the cross-sectoral dimension of the project. In this way, the PTMA project provides innovative digital solutions aligned with the technology & needs of today without neglecting the experience of yesterday

<< Background >>The Digital Transformation (DT) characterized the context of the project in three main areas:1. Technological: use of new digital technologies, such as social media, mobile devices, sophisticated data analysis tools;2. Strategic-Organizational: change in organizational processes and business models;3. Economic-Social: impact on all aspects of human life, in particular on the process of education and professional training (initial and continuous) as well as on the labour market dynamics.The transformation due to the progressive penetration of digital technologies in all markets (Reis et al. 2018; Ross et al., 2016), is having a significant impact on business models, organizational processes and professional skills systems. Organizations and workers are called to keep up with the new 'digital world' and avoid the risk of losing competitive positions and being excluded from the labor market (Hess et alt., 2016). Successfully addressing Digital Transformation (DT) requires companies and workers to develop a wide range of digital and interpersonal knowledge, skills and attitudes (Carcary, Doherty, Conway, 2016). According to a research by IDG (2018), there is a strong backwardness in the development of strategies at the level of human capital in order to accompany DT: only 20% of companies have initiated cultural change and skills development actions; the lack of adequate staff and skills in the digital environment (36%) represents one of the major obstacles to the development of a digital strategy. At the same time, inadequacy of the available VET programs and a skill shortage on the labour market occur; hence, the urgent need to update and integrate professional training (initial and continuous) processes in order to facilitate digital transitions in the labour market. On the one hand, there is a technological paradox whereby young people are ready to use new technology, but also lacking the skills and / or interest to use these technologies in function of the Labour market demand. On the other hand, the EC or the World Economic Forum have highlighted elements of weakness on the supply side of the current labour market: in the near future 9 out of 10 jobs will require the possession of solid digital skills with serious disadvantage for those who have not reacted to this requirement; by 2022 no less than 54% of employed persons will need an update of their skills in the face of the transformations taking place.The digital skill shortage within the Union can be declined in terms of needs:• the already mentioned technological paradox is confirmed by the literature: the existence of a digital nativity calls for investments in digital skills training also for the younger generations (Quaratino, 2019);• for 2020/2021, 750,000 digital-skill jobs are planned. The risk is that neither young people entering the market nor workers on the market will be able to offer themselves also in light of the difficulty of certifying their skills, struggling to be evaluated in a uniform and reliable way by current and potential employers, making mobility processes in the labour market less effective and efficient.• today the 'digital mismatch', Between a lack of qualified personnel and skills in line with the needs of businesses, leads to a loss of productivity of 50% (Modis, 2018).• with reference to the active workforce in the EU, the lack of digital skills affects 37% of workers and a recent survey (Capgemini-Linkedin, 2017) states that these gaps are widening.<< Objectives >>Based on the context outlined, the project has the following objectives:• supporting the growth of the level of digital skills, both technological knowledge and soft skills / e-leadership, of students and workers involved in VET and continuous training processes;• contributing to the reduction of the mismatch between supply and demand (skill shortage) of adequate professionalism on the labour market in light of the digital transformation;• favouring the formal recognition of the acquisition of digital skills, hard and soft, in support of transition processes / labour mobility (school-work, intersectoral, between territorial areas, between countries);• increasing the capacity of initial and continuing vocational training institutes to design and deliver training courses for the development of students 'and workers' digital skills<< Implementation >>The logical framework is centred on the three Results (C-DISK Digital Skills Model R1, C-DISK Self Assessment Platform R2, C-DISK Blended Training Toolkit R3); therefore the flow of activities follows this order to ensure the effective production of the expected results (R) and the achievement of the project objectives.(R1) - validated model of digital skills - will be achieved thanks to the following activities:• validate the draft model based on the tripartite scheme (technological knowledge, transversal soft skills and e-leadership), through the analysis of scientific literature and benchmarking with the most widespread repertoires of skills in use internationally starting from the European framework DigComp 2.1;• carry out an online quantitative survey of representative samples of the two main target groups• conducting some qualitative focus groups with the involvement of experts and operators from VET ecosystem, businesses and the labour market• produce formalized guidelines for the use of the skills model.(R2) - digital skills self-assessment service - obtained through the following activities:• define the technical specifications of the platform starting from benchmarking with the available solutions;• design the conceptual design of the platform;• operationally implement the platform, populating it with contents and graphic solutions• carry out a cycle of technical testing of the platform• conduct a pilot action of the service and collect feedback for the improvement of the service.(R3) - package of training courses in blended formula - achieved thanks to the following activities:• implement the 'macro' and 'micro' training planning of the courses in all the didactic components: a modular model in which the need to customize them can be flexibly answered both in relation to the target (students and workers) and to the starting self-assessment (low, intermediate, advanced);• conduct a pilot action to test the training courses on a selected sample of representatives of the two target groups (students and workers) and collect feedback aimed at further improvements of the service;• develop a 'Teacher Guide' to support the teachers who will accompany the users of the training courses(R4) - certification service of skills acquired through training (R3-A4) - will be obtained through the following activities:• define ex-ante the 'learning outcomes' and the measurement criteria to be used;• design and concretely implement a coherent testing system for learning achieved to be integrated within the platform, which can be certified in Open Badge mode both as a whole at the end of the course and at an intermediate level with the logic of micro-credentials;• conduct an experimentation of the certification service on a selected sample of representatives of the two target groups (students and workers) and collect feedback aimed at further improvements of the service.<< Results >>The project foresees results available to the target groups identified in order to respond to their needs.• a MODEL OF SKILLS FOR DIGITAL TRANSFORMATION (R1), which can constitute a basis and a reference for the self-assessment, training and certification processes. This model is characterized by being organic and capable of integrating three dimensions.- knowledge and know-how;- a wide range of interpersonal skills- skills related to the concept of e-leadership,• a SELF-ASSESSMENT SERVICE OF THE DEGREE OF UNDERSTANDING OF DIGITAL SKILLS (R2), available to the two different target groups (students and workers). For the first ones self-assessment will be an opportunity to become aware of their level of preparation for a digitized labour market; for the second ones, it will represent a reference for sizing one's skills gap and for planning one's professional development.• a PACKAGE OF INNOVATIVE TRAINING PATHS AIMED AT THE DEVELOPMENT OF DIGITAL SKILLS (R3): each highly customizable package will be accompanied by macro and micro-design, teaching materials and guidelines for teachers aimed at increasing the level of competence of the teaching staff of the institutes VET involved in the project; where possible, the self-assessment results generated through the European SELFIE platform will be exploited with initial VET institutions. digital).• a SERVICE OF CERTIFICATION OF THE SKILLS ACQUIRED through the training courses (R3-A4). There will also be intermediate certifications on the skills acquired through each single learning unit; to this end, the innovative tool of microcredentials will be tested.

<< Background >>Education institutions are among the most influential elements of implementing concepts of sustainability and sustainable development and their decisions affect the economic, social and environmental dimensions of the communities and regions around them. Society expects them to educate the youth and contribute to the society. Still there is no clear understanding how to integrate sustainability into the systems, no guidelines to action, no checklist that would be equally helpful for all VET or could be applied across the board by all. Institutions are too different in terms of their legal form (private or public), location (rural or metropolitan) or size (small and specialised or large offering a full range of faculties).<< Objectives >>The aim of the project is to make the research and overview on the good practices within European VET schools, prepare the guidelines on innovative teaching methods and staff and students' systemic engagement activities and platform for the experience sharing and contribute to the environment and climate change activities in European Union and beyond.The objectives of the project are:1. To motivate and empower people via new training and engagement opportunities in the field of Sustainability.2. To provide innovative solutions , teaching methods, research and practice to target groups, staff, teachers and learners of Vocational and Adults Education;2. To excel and expand the knowledge on the good practices to eductational institutions and key players in the sustainability issues and activities in Europe;The operational objectives of the project are:1. To produce a comparative study on the activities related to these sustainability issues, in each country/region;2. To create a collections of workshops presenting different approaches to the sustainability training and engagement activities of each country;3. To develop a trainer's guide including a collection of recommendations and best practises for the promotion of sustainability issues via training and engagement activities to empower youth;4. To create an online learning platform with on-line learning resources;5. To provide training opportunities for VET staff and learnersThe target groups of the project are:- Staff and students of VET and adult education, organisations active in the field of sustainability projects, organisations active in the field of youth education and training, representatives in the field of social affairs, local, regional and national public authorities and policy makers;- Final beneficiaries<< Implementation >>AimActivities and resultsTo reduce social-ecological impact of educational establishments and widen and deepen their impact on societal development.Experience exchange, online or mobility, surveys and interviews, based on sustainability indexesTo prepare students as leaders for tomorrow and increase engagement, working for greener and sustainable future. To reflect with students and personnel on how we can develop your activities to become more impactfulTo create guidelines, innovative teaching and engagement methods and toolsTo share insightful stories on social media to add to the overview of activities and challenges about successful projects, effective strategies, and learnings from failed attempts to inspire others to develop in the areas mentioned aboveTo ensure communication, webpage, posts and articles published, To create IT platformTo create network and organize online summitTo set up a Green Office<< Results >>-Quantitative results:- Education programme and guideline produced - 1;- On-line learning platform developed – 1;- number of transnational project meetings - 4 ;- number of staff training - 1;- number of educators participating in the trainings - at least 20;- number of local dissemination events - 7;- number of participants of the local dissemination events - 200 persons;- number of persons visiting the on-line learning platform, at least 300 persons by the end of the project;- enhanced cooperation between organisations in the adult education - at least 8 organisations.Qualitative results:1. For the VET educators:- expansion of knowledge and skills in the sustainability issues;- expansion of knowledge and skills in involving and empoweringtarget groups;- wider use of innovative methods and new approaches to the promotion og sustainability in action ;- increased competence in foreign languages;- greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity - improved competences, linked to their professional profiles;- increased opportunities for professional development;- increased capacity to trigger changes in terms of modernisation and internationalisation;- increased motivation and satisfaction in their daily work by using new, efficient methods and approaches.2. For target groups (students, staff, teachers and stakeholders involved):- increased accessibility of trainings and engagement activities in sustainability field;- enhanced opportunities to explore European best practice in sustainability in action;- motivation and empowerment via the extended research, experience exchange and guided instructions on teaching and engagement materials;- raise the quality of living of target groups.3. For the partner organisations:-strengthening of partnerships;-joint activities in sustainability in action, reporting, impact assessment, involvement of stakeholders;-intercultural cooperation;-Cooperation between NG), SME and Educational Institutions - synergy of knowledge, approaches, evaluation practices and involvement practices.

Today’s business environment is best described as VUCA – Volatile, Uncertain, Complex, and Ambiguous. VUCA is the expression of the fact that the rate of change is outpacing our capability to adapt. As a result, businesses, industries, and careers are being disrupted faster than ever before. We must seriously rethink how we lead ourselves, others, and our organisations.ProCESS (Processing Complexity with Emotional, Sensorial and Spiritual capacities) will invent new ways of training student managers and current managers on how to address complexity, with the main lever being the development of “SES (Sensorial / Emotional / Spiritual) Skills”, on an equal basis with “hard skills” and “soft skills”.ProCESS aims to:1) Develop a methodology to deal with complex management cases through alternating sequences of mobilisation of Sensory, Emotional, and Spiritual (SES) intelligences, in addition to rational capacities; 2) Test this methodology on real business cases; 3) Train new types of trainers (philosophers, artists, architects,..) in SES Skills and develop a new niche of activity for them;4) Transpose this methodology into existing bachelor and master degree programmes as well as lifelong/vocational training programmes. ProCESS will involve 192 students from France, Romania, Finland and Latvia, who will be coached by academic and company coaches from 4 universities and 4 companies, and by SES Skills trainers. Exploitability and replicability of ProCESS will be verified in private and public sectors such as vaccines, health, public services, ITC, telecommunications and vocational training. ProCESS’ new training approach will improve agility in decision making of current and future managers for more performance, give rise to new teaching profiles/fields, and lead to sustainable changes in management habits and more well-being at work.

This project is concrete response to the problems specified in D1.1. It aims to reinforce university-industry relationship based on smart (tailored) entrepreneurial approach in HEIs from Eastern Partnership countries and enhancement of students’ and graduates’ competitive intelligence (CI) (behaviours, skills, mindsets) and their ability to create jobs.Outputs:- 9 concepts of hubs at EaPC HEIs;- Improved skills of 130 teachers;- CI programme(CIP) based on MOOCs and 3 new course supports on acceleration, art, digital skills; - Implemented the CIP covering course 1.part 1, course 2, 3 for 540 registered learners from 9 EaCP HEIs and at least 135 online learners registered for CIP covering course 1.part 2, course 2, 3;- 162 practical performance activities with students done by trained teacher;- Enrolled in CIP 27 students will develop open innovations with companies;- 18 best students benefited from internships; -100 students participated in all 3 National Bootcamps;- 18 students benefited from mobility to Pitch competition;- 9 action plans to improve collaboration and communication between HEIs-industry;- At least 20 programmes in which students do not automatically come into contact with entrepreneurial studies(ES) will be revised and adapted to include it;Impact: AT LOCAL LEVELs the involved PC HEIs will directly benefit from: Fostered experience of the teaching staff of the HEIs; implemented new technologies and learning approaches; AT NATIONAL LEVEL updated facilities;Competition; fostered students skills, especially those who do not automatically come into contact with ES; improved quality of educationAT REGIONAL LEVEL is foreseen a common participatory, evidence-based processes following the objectives of the Bologna process and guided by EU partners in order to support the modernization of the EaPC HE systems and development of important area of activities with these partner countries. This proj. proposal can be used as precedent for others