The aim of the project was to create a modern tool to allow diagnosis and analysis of the future careers of young people, as well as provide them with appropriate indicators for their further education path.The final products as a result the project implementation are:1.Career Tree tool.It is a set of diagnostic and support of counseling tools. The diagnostic part contains six inventories for dimensions examining which are relevant to educational and vocational decisions, a battery of cognitive tests and a survey questionnaire regarding the certificates, qualifications and educational and professional achievements. The Career Tree is based on an empirical attitude to tests creation. The Career Tree attends to the needs diagnose, interests and educational and vocational disposition of people aged 15-25 planning their career paths. A set of questionnaires and tests allow to receive a multidimensional diagnosis. The automatically created report provides guidance for the interpretation of results and orientation of advice on career planning, educational and vocational part. The Career Tree also contains additional tools like automatically generated CVs in the Europass standard and creating a portfolio (contains education and career achievements in the career path), that supporting the individual career path of testing people. A set of questionnaires, tests and counseling tools, included under common name Career Tree help career advisors with supporting young people in cyclical and current development planning. 2.CV and portfolio manual - tools included in the Career Tree diagnostic package. The CaT portfolio is useful in a job search and ensures the possibility of presentation of “learning outcomes gained during formal, informal, non-formal education” and career records. The portfolio is a list of the user’s competences related to career development (CV + CaT test results + other uploaded/filled e.g. images, photos, programming code, links to web pages). The portfolio is being created partly automatically after the CaT test user finishes the test. It means that data entered by the user during testing are uploaded and visible as a separate webpage with some data + empty fields with suggestions how to fill them. The link to the user’s individual portfolio may be sent to a potential employer for the recruitment purposes.3. Handbook Career Tree The system of educational-vocational career diagnosis and counseling. In this book was describe the method a set of inventories,tests and questionnaires construction, supporting career planning counseling, bearing the common title Career Tree.It is a diagnostic tool handbook, which contains theoretical and technical bases, allows create diagnostic tool, aims and beneficiary diagnosis, reliability.4. Handbook entitled Career Guidance. Theoretical assumptions and exemplary practices. It is a methodical handbook for career counselors includes theories and foundations of the developed method and practical tips regarding counseling process running. 5.The added value of the project is a handbook Multidimensional adaptive diagnosis in career planning. Design and psychometric adequateness of the Career Tree inventory tool. This book was developed in Polish, English and Spanish. In this book was described method of constructing the set of inventories and tests supporting the career planning process, bearing the common name Career Tree. The structure, psychometric adequateness and the way how to using the whole toolkit on the Internet available are presented. The first part presents the stages of the construction The Career Tree structure and the dimensions of the diagnosis that were included in the toolkit. The second part describes psychometric tests adequateness of the Career Tree package. Instructions how to use the Career Tree tools and rules for interpreting Career Tree's results in educational and vocational counseling, you can find in the handbook for career counselors entitled Career Tree. The system of educational-vocational career diagnosis and counseling, which is a summary of a part of the this book, supplemented with detailed description of results of individual scales. More detailed discussion of the nature of counseling and the tools used in it is included in the book Career Guidance. Theoretical assumptions and exemplary practices, which is a collection of methodological materials supporting career counselors’ work and enabling deepening knowledge about career planning.The Partnership1. University of Economics and Innovation (Poland) – Project Leader;2. Associaciao Baobab (Spain) non-profit organization; 3. KADIS (Slovenia) service provider in the area of career guidance and HR; 4. Bahcesehir University (Turkey) higher education institution; 5. Polish Psychologists’ Association (UK) is a registered charity. The products that were created as part of the project are available in 5 language versions: Polish, English, Turkish, Slovenian and Spanish.

“2 Become 1” project was an exchange of good practices project which was organised by Gebze Halk Egitimi Merkezi. There were five institutions from Turkey, Austria, England, and Italy that work on adult education and with migrants. The project was born after a careful analysis of the changes in nowadays society due to the current humanitarian crisis and the displacement of millions of people fleeing from their countries in search of better life conditions. This partnership created an opportunity to collect good practices from partners from different EU countries because it included partners from Italy, Turkey as countries of first arrival for refugees and UK, Austria as countries that most of the refugees see as final destination. Our primary priority was to improve the partner organisations and to provide high quality learning opportunities for migrants in both partner organisations and other relevant stakeholders. Beside this, we aimed to develop our educators' competences in migrant education and to help the integration of the migrants into our societies. In order to achieve these, we organised LTT meetings at each partner organisation. The meetings had activities related with the topic of each meeting and the expertise of each partner. Our trainings were planned as five days and during them, training sessions were held. Our trainings taught the participants different methods of teaching to migrant groups, new ICT skills to use during the classes of migrants and effective ways to integrate migrants into our societies. To get the good examples of each partner country, we organised trips to other institutions/companies that work with migrants. During both our project activities and institutional visits, the participants had a chance to meet the migrant and refugees in the hosting countries and talk with them about their story and experiences they had starting from their own countries to the place they are now. Especially, the field trip to the refugee camp on the Syria border in Hatay was a unique experience for the participants. We reached the results and the impacts of the project as planned. Thanks to the project activities, both participants and partner organisations improved themselves about teaching migrants and their social inclusion. Beside the participants, other educators at partner institutions benefited from our project because each partner organised a meeting in their organisations to share the experiences they got from the meetings and the participants shared their experiences with their colleagues. Also, we organised meetings with other relevant institutions and local press. These meetings contributed a lot to our dissemination activities because we were able to reach more people. As dissemination activities, we shared our activities and experiences on our project website, social media and EPALE platform. Especially, EPALE helped us reach a lot of people and institutions that work with migrants in Europe. This project had an important effect on participating institutions, teachers and other institutions around us and created a great awareness about migrants, their education and their adaptation to society. It became a starting point for all of us to provide more effective education to migrants and help them be included to our societies.

"As a concept, workplace learning incorporates a diverse set of scenarios and practices some of which are more regulated and controlled than others. While apprenticeships are generally very structured programmes with clear learning milestones that can be measured and assessed other popular models like internships, job shadowing and service-learning voluntary work offer less in the degree of certainty that substantial learning outcomes are achieved. While it is widely accepted that workplaces provide strong learning environments because they offer real on-the-job experience that makes it easier for some students to acquire essential hard and soft skills, the quality of workplace learning can be somewhat unpredictable especially in the less regulated environments. The DIDO project aimed to offer a new and innovative contribution to the field of VET pedagogy that was not reflected in current initial teacher training or within the resources available for the continuous professional development of VET staff. Workplace learning is a powerful tool in VET for up-skilling existing employees and for enabling a two-way flow of information between potential employers and future employees. There are considerable benefits for employers and employees if the workplace learning environment is structured and appropriately resourced.The project responded to the communication ""A new impetus for cooperation in vocational education and training"" which stated that the continuing development of skills and competencies of teachers and trainers must be reviewed in light of their evolving roles. The key element of workplace learning that the DIDO project addressed was ensuring quality in workplace learning environments by improving the capacity of teachers, trainers, mentors and counselors to respond to the demands of training provided on the job. It was also a tool to support teachers to value learner diversity, support all learners, to work with others and to manage their own personal professional development. DIDO developed and piloted an innovative didactic approach that addressed the specific challenges of workplace learning for those working in the field. All partners in all partner countries engaged with these professionals, presented the project objectives and results and then completed the CPD curriculum. The project consortium consists of the following:•Ireland - Lead organisation – Louth & Meath Education and Training Board. A local statutory education and training authority •Austria – BEST InstitutAn independent Austrian organisation •Solvenia – KADIS D.O.O. LiublianaA private organization operating in the field of human resources•Romania – GRUPUL PENTRU EIROPEANA ASOCIATIEAn NGO whose mission is to contribute to EU integration process •Cyprus – INNOVADE LI LTDAn SME based in Cyprus, with a team of professionals with several years of experience •Italy – People Help The People A non-profit organization. It establishes relationships and projects within the EU•Switzerland – Swiss Federation For Adult LearningThe Swiss Federation of Adult Learning (SVEB) is the umbrella organization of adult education and lifelong learning in Switzerland and is a silent partner on this project.Five partner meetings were held. A project website, Facebook page,a logo and branding concept was devised. All the modules from the curriculum have been translated to the 6 languages and are now available on the project website http://www.didoproject.org/In total the curriculum has been completed by 72 teacher trainers mentors and counselors in Ireland, Cyprus, Romania, Italy, Slovenia and Austria. Local working groups were established in each partner country of 3 workplace trainers and 3 low skilled workers and the function of these groups was to ensure that the tools and resources developed were appropriate to each local partner setting. The project has held dissemination events in the 6 countries to over 300 stakeholders. The DIDO project developed an innovative didactic model for a new continuous professional development intervention in workplace learning. It adopted an ab initio approach to developing this new CPD resource that will help teachers, trainers, mentors and counselors address the needs of workers, low-skilled workers and workers in vulnerable employments. As targets and expectations for workplace learning are increasingly framed within overall lifelong learning objectives and policies of Member States the didactic model developed by DIDO will be relevant and applicable beyond the initial target group and indeed throughout the economy where up-skilling of the workforce is a prerequisite for competitiveness and inclusion. It is hoped that the positive reception the project has to date and the completion of the curriculum will continue."

"The origin of the project is the previous Erasmus project of 100 mirrors, which dealt with entrepreneurship among women and was coordinated by INDICO.The main objective of this project is to promote decision-making and creativity as a way of life and we want to focus on how this capacity is relevant for women in the current job market. This 100 Mirrors Extended wants to introduce 100 new women from 5 new European countries where the situation is obviously different in the market in general and probably for women in particular.The partnership worked in a highly integrated group to carry out the main results of 100 Mirrors Extended • Needs analysisThe ""Looking at Women"" report provides a comprehensive and contrasted view of the current situation regarding women's entrepreneurship, and highlights data that give meaning to the 100 Mirrors Extended project in terms of the need to foster experiences and models for the future generation.• 100 new cards and videos. The 100 new women-mirror, following the methodology of the first 100Mirrors project has meant widening the focus on other countries and other realities and has contributed to the extension of the 100 Mirrors community in Europe.• English subtitles for all videos. We have taken advantage of this project to subtitle in English all the interviews of the 100 women of the project.• New materials in the blog and online community. Being a very important attraction for many women to be part of the 100 Mirrors community, and unable to exceed 100 cards and examples of life, we wanted to give the opportunity to all those women who voluntarily wanted to join the initiative and talk about their experience with a willingness to mentoring. Therefore, through the blog ""Women talk"" and YouTube 100 Mirrors Channel, we have a large number of users and is being noticed by the European community from several observatories and several networks.• ICT tool. The website 100 Mirrors Extended shows all available mirrors with a selection method that allows you to set filters by country, economic sector and subject (which represents the new filter that was not originally planned at the time of submitting the project) that obeys To the use that the teachers or labor counselors want to give them when it comes to teaching competences such as leadership, entrepreneurship, failure management, gender, etc ...In addition The Manual ""Focus on your Future"", supplementary result (not foreseen in the application). We have provided our target group with a useful tool to help teachers and counselors effectively use 100Mirrors Extended for their teaching and guidance work. The manual, through a classification by themes or key words, gives them access to a catalog of the 140 testimonies facilitating the name of the woman who meets the theme or keyword but also giving the detailed minutes in the interview where to find the moment In the interview when the woman has addressed this topic. This is a BIGDATA for the project that also facilitates the use of mirrors with coaching and mentoring tips.In addition, the list of resources to access women's networks, information on mentoring or coaching and support to entrepreneurship in participating countries.Multiplier events of the project 100 Mirrors Extended.• Regional seminars to present the project and the results of the National Needs Analysis• Regional seminars to promote Coaching and Mentoring services• International Final Conference to present the results of the projectThe main participants, target groups and stakeholders are:A. Universities and educational and training institutionsB. Counselors, employment guides and social workersC. Students and young people in general (girls and boys)D. Women in companies or associatesE. Other: general professional associations, clusters, informal training centres ...Through our strategies of communication and dissemination we have ensured that the target groups know and use the products and methodologies developed by the project and the expected objectives are met.The activities have a local, regional and national impact in Spain, Italy, Austria, the Netherlands, Slovenia, Greece and the Czech Republic and throughout Europe thanks to the previous community of 100 Mirrors (France, UK and Poland) Of the project in several international databases such as the EIGE (European Institute for Gender Equality), the EE-HUB (European Entepreneurship Education Network), the Winnet Europe network (in the Baltic countries), the Power Women Association (in Poland) , Projects Quidonna, Green rose, Smart Jump or the network Women made Italy (in Italy) or projects EmpreMter, Concilia and RedIgualar (in Spain) among others ..."

Our consortium consisted of 4 HEIs and 4 commercial organisations.STAFFORDSHIRE UNIVERSITY, Bitjam Limited (UK)UNIVERSIDAD DE LA LAGUNA, EVM Project Management Experts S.L. (Tenerife)TECHNOLOGICAL EDUCATIONAL INSTITUTE OF CRETE, Sentiment Analysis Market Research (Crete)DOBA Fakulteta za uporabne poslovne in druzbene studije Maribor, KADIS, kadrovsko izobrazevalni inzeniring d.o.o., Ljubljana (Slovenia)This project sought to address a skills mis-match and improve the employment prospects of youth and adult work-seekers, and employees who wish to improve their skills for better employment, through the use of MOOCs (Massive Open On-line Courses) that are directly related to the needs of the local LABOUR MARKET, and are recognised by local employers. The project IMPLEMENTED and TESTED a method called a Study Club to support learners in such a way that the drop out rate could be reduced, and successful completion would a positive impact on employment skills.The rationale of the project was to RESEARCH skills needs, then DEVELOP targeted MOOC tools, then IMPLEMENT, TEST AND REFINE a method for HEIs to PROMOTE and SUPPORT the use of MOOCs to address local labour market SKILLS SHORTAGES, and in so doing to support regional ECONOMIC DEVELOPMENT while improving the EMPLOYABILITY of local youth and adult learners. It did this through the following objectives and produced results as described. 1. Researched into the availability and access of MOOCs by EU region and by curriculum sector, including factors such as language, cost, level, accreditation and content, including transversal skills. The end product of the research was a MOOC audit report of the four partner regions (Output id 02). The analysis of the regional reports provided a comprehensive perspective of existing MOOCs in the form of a consolidated report (Output id 03).2. The team then researched into local labour market skills needs (LLMN) and the skills offered by work-seekers (WS), using partner organisations with direct access to employers, work seekers and labour market intelligence (Output id 04). The stage produced four regional reports for LLMN and WS based on primary data-gathering and analysis but also via a pan-european survey set of results to compare and contrast with. The impact of this activity was extensive as it provided the underpinning for the rest of the project and fundamentally influenced what MOOCs to produce. 3. The LLMN, WS and pan-european data fed critical analysis and the synthesis of this work produced the important Pan-European report (Output id 18) on LLMN and WS needs. It was then possible to match MOOC offerings to the labour market needs and the team were able to justify 'pathways' using recommended MOOCs and with provenance of the research outputs.4. Produced and implemented training (Output id 07) for Stakeholders (Academics, learning support staff, careers staff, recruitment staff, employers and HR professionals) on the value of MOOC learning, (including their use as entry to other more formal education programmes using a 'recognition of prior learning' process)5. Extensive primary data research with regional higher education institutions (HEIs) and a pan-european survey of HEIs produced a comprehensive perspective of HEI MOOC engagement (Output id 05). The analysis of all this work led to a consolidated report (Output id 06) and the dissemination helped to shape MOOC models for HEI initiatives and conclusions on the models and hosting of 'MOOC Cafe/Study Club' (MSC), including hardware, software, staffing (Output id 11)6. Ten new Destiny MOOCs were developed based on the pathways identified (Output id 08) and these were promoted/run via the MSC and through partners, extensive networks and contacts such as youth organisations, HR departments, Local Chamber of Commerce. An information and advice guidance (IAG) brochure was produced promoting the Destiny MOOCs and other recommended pathways (Output id 10).7. The Destiny team Implemented the first run of the pilot MOOCs using MSCs followed by test, review and evaluation of results (Output id 12).8. A review and re-designed MSC models based on experience according to results of the first run (Output id 13) prepared for a second run of the MOOCs via study clubs. The impact of MSC on MOOC retention and completion was of particular interest to the team.9. The Implementation of a second run of MSCs enabled a repeat of promotion and refinement of the Destiny MOOC design (Output id 14).10. A Consolidated dissemination report (Ouput id 15) of the second run of MSCs fed into the project findings Final Report and Executive Summaries for the Project (Output id 17). The legacy of the Destiny Project is an ongoing Destiny website full of resources for the stakeholders, for work-seekers and for organisations seeking advice on how to harness MOOC technology. (Output id 16).http://destiny-eu.net, click to access MOOCs via http://learning.destiny-eu.net