Tackle is the collection of tools necessary to complete a task as well as the verb to mean the determined effort to deal with a complex problem. The TACKLE project does both of these - it provides a digital toolbox for schools to tackle Early School Leaving and disadvantage through guidance. The digital tools will support schools in evaluating their services and work to assure that, despite the additional pressures on schools within the Covid-19 crisis, they are prepared to tackle disadvantage and early school leaving. The pathways to education, training or access to the labor market by young people who are finishing school and young people in school who are at risk of Early Leaving, must be accompanied with quality guidance services because many connections have been broken as a result of the current Covid-19 crisis.According to Eurostat, the proportion of early leavers from education and training in the EU in 2019 ranged from 3.0 % in Croatia to 17.3 % in Spain . In the TACKLE partnership countries great progress has been made in reducing Early School Leaving and meeting the 2020 benchmark goal. In 2010 the proportion of early leavers in Spain, Italy and Greece was 28.6%,18.2%, and 13.5% respectively compared with 17.3%, 13.5% and 4.1% in 2019. A 2010 Cedefop report by its ESL ambassadors altered that marginalized and vulnerable learners especially are more at risk for disengaging and dropping out and that actions are needed to support students and schools so that the progress made prior to the Covid-19 pandemic in the early leaving from education and training should be sustained and strengthened. As a result of the Covid-19 crisis in Europe, the need for guidance services, monitoring and support in schools for their students is even more urgent. According to a June 2020 study by the Bertelsmann Foundation, the challenges for guidance in times of Coronavirus have been and will be to continue to offer support and follow-up with students and their families despite the conditions and the needed digitalized of guidance and the increase of access to guidance resources overall.The objective of this project is to develop digital evaluation tools for Secondary schools to self-evaluate their academic and career guidance program, to develop an academic and career guidance plan to tackle new challenges and offer an online training module for teachers, guidance practitioners to work with the TACKLE Toolbox and to support teachers in their role to support students, with digital tools and resources, in this unprecedented time. The TACKLE project activities by the numbers:- 1 online school guidance diagnostic Checklist- 1 Guidance Action Plan and Resources creator- 1 Training Module for teachers, guidance practitioners and other educators- 3 contexts - Spain, Italy, Greece- 5 partner organisations- 75 schools participating in the Pilot Action of the Toolbox- 65 teachers and guidance practitioners trained in the Pilot of the TACKLE Training Module. - 45 participants in the multiplier event of the project- A total of at least 200 education professionals participating in the project activities to develop the intellectual outputs.The methodologies that will be used to develop these tools and achieve the planned results are participatory - involving the professionals on the groups in secondary schools as well as the broader school -business community through focus groups or an expert review and validation process. The desired impact of the TACKLE project is for the schools using the TACKLE toolbox to provide career education and guidance activities that support transitions to further education, training and work from Secondary Schools and to tackle Early School Leaving with a coherent and school community-wide guidance action plan implemented by trained professionals. The current coronavirus crisis makes more urgent the need to ensure that schools and educators continue and strengthen their academic and professional guidance plans and resources in support of the transitions, decision-making and pathways of their students, but the need for these tools does not end with the pandemic. The TACKLE toolbox will relevant for schools to employ beyond the pandemic and to strategically implement guidance actions, be guiding schools, that tackle the complexities and supporting their students on their education and training pathways.

The Keyway project aimed to support the evaluation and evidence-based reform and design of guidance policies and services by developing the Keyway set of tools for guidance organizations to measure the impact and results of their guidance services. The Keyway project connected guidance organisations and services to Key Performance and Impact Indicators. The Keyway partnership made up of diverse organisations within the field of school education and guidance (a university, a Provincial Council, research and training organisations and organisations directly providing guidance services), built upon the existing research to develop a methodology and tools to promote the practical collection and analysis of evidence indicators related to the impact and results of academic and career guidance activities. To do so, the Keyway project involved more than 250 education and career guidance professionals, both internal and external to the Keyway partnership. The Keyway partnership actively involved academic and career guidance practitioners within the project through quantitative and qualitative consensus methodologies to develop its products. In this way, the Keyway project not only succeeded in bringing together the experience in the field from the 4 countries represented by the partnership, but also additional academic and career guidance professionals and experts. The Keyway project provides tools to guidance practitioners so that they know how and why they should invest within the analysis of the impact and results of their guidance services and are better prepared to provide evidence to policy and budgetary decision-makers. The Keyway project identified and analysed the diverse areas of impact that guidance activities have on the lives of citizens with the result of the Keyway Conceptual Impact Map. The project partnership then went on to define Key Indicators of Performance and Impact (KPIs) based on desk research and consensus methodologies. These indicators (defined and supported with bibliographic references) give guidance services the needed measures to evaluate and valorise the services they provide. Finally, the project developed a Methodological Guide to support guidance services as they begin to carry out performance, results and impact evaluation with the Keyway tools.The project had the objective of consulting and incorporating the opinion of at least 40 external school education guidance experts through consensus methodologies in small group sessions and an online consultation process - in total the project involved more than 60 experts in this role. The involvement of these experts supported the quality and applicability of the activities and intellectual outputs of the Keyway project. The Keyway tools has succeeded in bringing forward the research in the field and making it available at the operational level through the Keyway tools to promote modern, dynamic and efficient guidance systems within school education.The Keyway project gave guidance services specific tools to begin the evaluation of their performance and impact. The project tested the tools specifically with professionals from 8 organisations, but also presented and contrasted first impressions of the resources with more than 120 professionals through the multiplier event practical seminars. The longer-term benefits of the project can also be seen through the innovation and incorporation of the Keyway tools and methodology within the training programmes of the project partners which directly affect school education and guidance professionals at the local and regional levels.

Entrepreneurship competence has become a priority in policy agendas of modern economies and societies with the belief that this is not just about starting businesses but a vital competence within the labour market and for people in their daily lives, even for those who are not classed as 'entrepreneurs' in the sense of creating new business opportunities. In this sense, entrepreneurial skills are nowadays necessary in any field of activity. Thus, it is essential to define and develop the relevant key soft and entrepreneurial skills that enable a person to be employed as entrepreneur. The ENTRE project will focus on upskilling and raising awareness to educators, trainers and guidance practitioners in education, training, employment, and the general public on the development of entrepreneurial skills, as well as promoting innovative approaches to strengthen the cooperation between industry and education towards entrepreneurship and propose innovative practice-based methods, where students are involved in project work and/or in motivational activities (linking them with the business world or with the local community). The project will develop appropriate career guidance methodologies, tools, training material and curriculum for trainers, educators, guidance practitioners and other relevant professionals as well for young people too, for the development of entrepreneurship skills. The partnership will develop the training program on focusing on Entrepreneurship as a theme and a method that can be embedded in all subjects and it will be adapted to selected domains such as health and social sciences, economy and business, art and culture, primary sector, construction and manufacturing, tourism and transportation etc. Approximately 450 people will be involved directly and 4.000 indirectly in the ENTRE-Forward project activities. Specifically, the partnership is going to involve at least 120 young people and 210 trainers/educators/guidance practitioners and 108 experts and stakeholders in Entrepreneurship and Career management, in the development of the outputs.The ENTRE project foresees the development of 5 Intellectual Outputs. The evaluation report (IO1), a reviewing and evaluation of the existing entrepreneurship training best practices, courses to create a new prototype, and a mapping of the labour market needs and entrepreneurship prospects. IO1 will be the basis for IO2 - an on-line guidance tool for defining the relevant key soft and entrepreneurial skills and development of assessment tests, IO3 - adaptive training methodology, modular curriculum and toolkit including training material and IO4- e-guide handbook on the entrepreneurial opportunities, including also skills needs, exercises and motivational activities to entrepreneurship learning. The fifth intellectual output is a specialized on-line platform, using data analytics and including assessment tests, guide with entrepreneurship opportunities, useful information, tools, training material for improvement of entrepreneurial skills and communication section giving the opportunity to counselors, trainers and even entrepreneurs and people thinking of starting a new business.The Project Coordinator will adopt a methodology based on participatory management approach in order to empower each partner and to comply with the commitments on which partners agreed during the project design phase and at the following check points. Each Output will foresee a coordinator of the IO and the involvement of all partners.The ENTRE-FORWARD project results will lead at improving competences and entrepreneurship/basic business skills of educators, trainers, guidance practitioners, young people, students, new entrepreneurs and other relevant professionals. Through the results of the project, the impact will be to have better trained experts with the necessary skills, knowledge and methods to teach entrepreneurship effectively and that will lead to a widespread development of entrepreneurship education at schools and universities across Europe.

<< Background >>The migratory phenomenon is one of the most important challenges of our societies. In order to create an equal and healthy Migration System Management, it needs that people who legally live in EU have the possibility to contribute to the well-being, prosperity and cohesion of societies. In 2019 Third Countries Citizens were 20,9 million (Eurostat), 4,7% of EU population, and they had limited employment opportunities (60% of people from 20 to 64 years old). Waiting for the definition of a complete framework concerning 2020 (that registered an increase of about 95.000) UNHCR, ONU Agency for Refugee, estimates that 80 million of people all over the world will be forced to escape. Despite ONU asked the “cease-fire” in order to face the Pandemic, wars and persecutions continue and containment measures make difficult reaching the safety.Migrant’s inclusion is a key element for UE Agenda of Von der Leyen Commission that, after Junker Agenda, talks again about Cooperation and Partnership among national authorities, local bodies, stakeholders and society, in order to allow refugees/migrants to have access to the labour market and to stimulate the dialogue about the skills the EU needs. Commission is working on the Action Plan for Integration and inclusion 2021-2024, in order to complete the reform of EU Directives about Blue Card and Resident Permit for migrants with low skills. Final goal is multiplying legal paths to support the matching between qualified migrants and labour market. UE, especially during this Pandemic situation that increases inequalities and highlights the lack of labor, must strengthen the intercultural education system and make the inclusion measures adequate to the actual and future needs. It is very important especially because there is an increase of migratory pressure, so it needs to support regular entrances. According to OCSE countries, EU is back in the race for talent. According to the Fundamental Rights Agency (FRA), complex procedures make difficult the access to the training and employment and cause serious consequences for the refugee, increasing his vulnerability, mistreatment and criminality. Refugee migration flow caused the relight of discriminatory feelings that degenerated in acts of intolerance and violence. Needs analysis conducted by partners shows that it needs to guarantee the respect of human dignity and human rights of people who legally live in EU. Doctors Without Borders, in Italy and in other Med Countries, denounced insalubrity, miserable sanitary conditions, mistreatment, lack of health care and marginalization for migrants that are obliged to live in informal settlements (Rap.MSF2019). For mobility and job instability, most of them have a lot of difficulties to have access to health assistance and services. Focus groups addressed to a representative sample of migrants, employers, reception centres and focused on migrants’ participation to work life, showed to the partners the common need to improve the inclusion practices with innovative and re-usable paths. Partners, who deal in the field of VET and Reception Services, noticed that employer and labour market need some skills, while reception centres operators meet young migrants, without previous experiences and with learning difficulties because they don’t know the language, so they probably will be poor and not included. In this context, INTERC.Lab aims at creating efficient inclusion practices thanks to the develop of migrants’ key competences and employers’ intercultural skills. They, with the daily operation of inclusion lab, will support the civil cohabitation.<< Objectives >>General goal of the project is to contribute, with effective methods and tools, to the development of a common European system for the management of the work inclusion of third-country migrant legally residing in the EU, and to the development of the European culture of hospitality and solidarity, through the construction and experimentation of educational and intercultural practices, addressed to EU employers and migrants.The mail purpose of INTERC.Lab, in line with the Erasmus + 2021 priorities, with the objectives of the Pact on Migration, with the SDGs of the Agenda2030 (reduction of inequalities, recognition of human rights) and with the objectives of NEXT Generation UE, is to increase the opportunities of migrants to be included in the labour market. In particular, the cooperation partnership intends to achieve the following objectives:- identify and describe in a Handbook the paths and methods for the development of intercultural skills by employers of migrants- develop the intercultural skills of EU employers, through the creation of curricula adapted to the needs identified and tailor-made- develop the key and professional skills of migrants, through laboratories for work inclusion- implement and disseminate the use of the EU Blue Card, through the production of Guidelines on the procedures for issuing and using the Card, which is strategic to promote regular entry of migrants and attract skilled labor needed for the EU labor market- increase the ability of employers and migrants to have access and use the EU Blue Card, through the construction and use of the Job & Intercultural App<< Implementation >>The project develops activities aimed at improving the socio-labor inclusion skills of third country migrants in EU companies, through the development of intercultural skills of employers and the capacity for inclusion of migrants in the company and through the development of key competences and employment skills of migrants. Furthermore, the project develops tools to implement the regular entries of non-EU migrants in Europe, through the following activities:PR.1 Handbook on Intercultural and socio-emotional skills trainingPR.2 Training curriculum on intercultural competences of European employersPR.3 Inclusive workshops on key and professional skills of migrantsPR.4 Guidelines for access to the EU Blue Card: collection aimed at internationalization and dissemination in the EU economic system of Rules and Procedures for the use of the Blue Card, long-term residence permit for qualified migrants.PR.5 Job & Intercultural App, creation and testing of a mobile App to implement the use of the migrant's EU Blue CardIn order to ensure the achievement of the objectives and the delivery of the project results, specific working methods will be implemented both in terms of management techniques and implementation of activities, monitoring and evaluation, and management of related development risks. The management uses Project Management, Project Quality Assurance and Risk Management methodologies.The methodology applied in the IMPLEMENTATION of actions, i.e. in the development of project results, which guarantees the achievement of objectives, is based on:1. RESEARCH METHODS AND TECHNIQUES developed through:- Bibliographic researches using the web and connecting to networks focused on the tools and methods used for the development of socio-emotional and intercultural skills applied to migrant inclusion services;- Qualitative and quantitative survey through the administration of ad hoc questionnaires with closed questions with multiple choice answers and focus groups / information sessions- CAWI (Computer Assisted Web Interviewing) collection method and through social networks, to disseminate the questionnaires via web and direct interviews.- Methodologies and techniques for conducting focus groups, created as a complement to the questionnaire and conducted with facilitation methodologies;- Processing of collected data: analysis techniques, definition of indicators, graphic processing, comparison and synthesis- Reporting techniques2.TECHNICS for identifying, validating and certifying non-formal and informal SKILLS based on ECVET principles;3. Job Analysis: identification of areas of activity (ADA) of the profile of the manager / entrepreneur and of the specific gaps in the work process of selection and insertion of the migrant worker in the company; construction of teaching units aimed at bridging the gap in intercultural skills detected4.ECVET for the recognition of educational credits.5. Training planned and delivered according to the gaps / needs of the recipients and based on learning outcomes, with modular structure and in e-learning mode.6. Production of educational content and open educational resources.7. Didactic techniques and methods of Cooperative Learning, Problem Based Learning and Challenge Based Learning in laboratories for the development of key and professional skills of migrants8. Workshops, Seminars and Webinars on the techniques for using the Job & Intercultural App, created by the project, to implement the use of the Blue Card and the regular entry of qualified migrants.<< Results >>The expected results of the project, according to the main activities, are the following:A1. Project Management: Project Handbook, Handbook for accounting-administrative management, Agenda and Report, Time sheets, Videos and photos; Semi-annual and final reports, to-do lists and work plans; Project reports to examine timing, budget, methodological issues, measurement of expected and achieved results,A2. Project quality assurance and Risk Management: Risk Management Plan; Evaluation reports and materials / tools at process, results and Impact level.A3. Project results:PR.1 Handbook on intercultural training. Training manual of intercultural and socio-emotional skills. Review and evaluation of existing methods with mapping of training needs of EU employers, in relation to the skills to include migrants in their work context. Expected result: 40 employers and social representatives networks per partner country will be involved in the evaluation of methods for the development of intercultural skills applied in the integration of migrants. Total people involved n. 220PR2 Curriculum on intercultural training: n. 30 employers from each partner country will be involved in curriculum development and testing. Total people trained n. 150PR3 Inclusive workshops: development of key and professional skills (linguistic, civic, digital, operational skills) In each partner country, migrants, supported by VET operators and employers, carry out practical learning activities at company premises. People involved 180 (employers and migrants). Total persons trained 120.PR4 Guidelines on the EU Blue Card: Collection of Procedures for issuing the Blue Card, the long-term residence permit for qualified migrants. Result: n. 300 people will be reached by Webinars on the benefits of the Blu Card.PR5 Job & Intercultural App, construction and testing of an App to implement the EU Blue Card. 80 people will be involved in the testing, including migrants and EU citizens, per partner country, with a total of 400 people.C.1 L.T.T.A: n. 12 VET operators / project staff will acquire SEL methodologies and CBL teaching techniques for the development of training activitiesA4. Dissemination and Exploitation:The main expected results in the field of communication and dissemination plan are:- development of intercultural skills of employers in support of migrants- development of linguistic, civic, digital and professional skills of migrants- innovative development and raising the quality of work of the EU Integration System- improvement of the quality of work of VET organizations and development of mobility and transnational work capacity with experiences of LTTA- dissemination of intercultural dialogue between people of different cultures- use of European transparency tools EQF, ECVET, EQAVET in training workshops for migrants- innovation of labor inclusion services for migrants with the use of technologies and applications- development of regular migration, with the dissemination of EU Blue Card guidelines- adoption by local policies of good practices of inclusion and welfare work,- development of the social and economic partnership (VET, Enterprises, Third Sector) in the services of socio-labor inclusion of the migrantTotal people informed: 5,000. Stakeholder Committees Meetings: 30. 6,530 people from the target group will be informed; n. 1,500 employers and migrants will be trained.Finally, the partners will implement shared actions for the sustainability and re-use of the results: the network of stakeholders supports the systemization / adoption of P. Results (Blu Card, compulsory intercultural training for companies, Laboratories). The result will be verified during the fundraising campaigns, carried out for three years after the end of the project.

"PROJET CONTEXTInternet-based career guidance is under development since the 1990s. In the beginning it was mainly about turning testing tools supporting the career decision making into electronic form. A lot of such non standardized tools are on internet free of charge in many languages. They are based on sets of questions, lack the fun factor, are long, boring and inappropriate for pupils aged 12-14. Another possibility offers gamification, which is term for using game-like elements in non-gaming situations. Games are effective and enjoyable way to support learning experiences, and are especially useful in triggering learning, knowledge structuring and cognitive change in children. However, there do not appear to be many games developed or deployed in the area of career guidance in schools, and as well there are not guidelines how to develop such games.PROJECT OBJECTIVES The project aims to develop a C-game: CAREER GUIDANCE GAME IN A CITY FULL OF OCCUPATIONS for pupils aged 12-14 the aim of which is to introduce occupations to the pupils that might be of interest to them, broaden their labour market horizons, and encourage them to start their career orientation at an early age in order to be able to choose the relevant educational path. The C-game is not designed to replace career guidance, but it helps pupils to become aware of their professional orientation through play to influence their future career choices. The game will be placed in a virtual city where pupils will perform tasks according to one of the 6 scenarios they can choose. Occupations will be housed in appropriate looking buildings. For example in an automobile factory will be a director, clerk, accountant, constructor, technologist, worker, cleaner, warehouse worker, etc. The C-game will contain a database of 600 occupations which as well as their descriptions will reflect tendencies of Industry 4.0. During gaming the pupil will undertake a ”hidden” interest self-assessment based on collecting a set of objects that represent working tools, gadgets, working environment, set of verbs / working activities, etc. System will remember pupils´ activities and after sufficient information will offer him/her occupations corresponding until then detected pupils´ profile. Because in age 12-14 most of the children are far away from seriously thinking about their future job all activities will be in a playful form. Planned is to prepare for pupils at least min. 6 scenarios so that they can ""play"" alone. In some of the game stages they will be given task to consult selected issues with a parent, teacher, career advisor, but also a friend or classmate. There will be another 3 scenarios for C-game facilitators (career educators, career guidance counsellors, youth workers, parents, etc.) which will guide the adults to stimulate pupils to fulfil some tasks when playing C-game in group.PROJECT MANAGEMENTThe project is constructed on a fair, open and trustful partnership. The co-operation in the project will be created transparently and understandable for all involved partners. All partners will contribute equally to the success of the project by being responsible for the same amount of tasks and participate in all project activities. C-GAME MANAGEMENT HANDBOOK will provide a coherent framework for effective project management, describe project key stages and processes to be followed during the project run. The project activities will be subject to continuous quality, quantity and timing control. There will be 5 project meetings and the project will culminate during national dissemination conferences in all partner countries.INTELLECTUAL OUTPUTSOutput-01: Inspirational guidelines for career guidance games development (8 activities): Several desk researches and brainstorming sessions will be done to gain inspiration and foster project partnership creativity for development of C-game.Output-02: Occupational profiles (5 activities): A set of 600 occupations will be selected, described in way understandable by pupils aged 12-14, occupational descriptors invented and allocated to each of the occupations, occupations will be translated from EN to CZ, SK, GR, and BG languages. Output-03: C-game online (12 activities): C-game conceptual and logical framework will be gradually invented as basic building block for its technical (software and design) development; C-game in EN will be internally tested, then translated to CZ, SK, GR, and BG languages; 2 feedback questionnaires (pupils, facilitators) and 1 questionnaire for measuring changes in perception of pupils career orientation will be prepared; C-game will be pilot tested in partner schools in CZ, SK, GR, and BG with at least 200 pupils aged 12-14 and 70 facilitators. Reports from piloting will be prepared, and C-game according the relevant comments will be adjusted.Output-04: C-game users´ handbooks (2 activities) for pupils and facilitators will be prepared and piloted together with C-game."