"The Re-Orient project aimed to provide tools for the economic and professional integration of adults in Europe for vocational trainers who wish to improve their skills in order to increase the chances to access the labour market. The Re-Orient Project has developed educational tools using innovative tools, including such as a virtual reality application (IO.3), allowing virtual situationalizations for target audiences, and an online internet platform (IO.5), accompanied by activities specifically developed by all partners (IO.2 and IO.4) following a conceptual analysis of the needs (IO.1) of these audiences-targets today.The 5 intellectual productions produced during the Project (with the responsible partners) are:-IO.1 - Conceptual and Analytical Framework (Infodef), -IO.2 - Toolbox (IEKEP),-IO.3 - ""Re-Orient"" Virtual Reality Environment (Omegatech),-IO.4 - Trainers' Guide and Project Tool Use Manual, (APEA) -IO.5 - Online platform and website (TLP). The project was completed as planned despite the context of the Covid-19 and the objectives set are all met with the expected quality set at the outset.The project's productions are completed and translated into the different languages of the partnership:-IO.1 - Conceptual framework and analysis: led by Infodef, this report is a 40-page summary document with (i) an analysis of labour market trends by country, (ii) a state of affairs, by country, on (re)career guidance devices to date, and above all (iii) recommendations for the other IOs of the Project).-IO.2 - Toolkit: This 128-page guide, structured around 6 themes (one per partner) with 9 activities and practical exercises: (a) Change Management: APEA, (b) Re(Orientation): IEKEP, (c) Career Orientation Information Collection: ITG, (d) Professional Networks: APEA, (e) Entrepreneurship: Infodef and (f) Personal/Professional Life Balance: TLP. In total, there are 54 activities, which are now available on Dropbox.-IO.3 - ""Re-Orient"" virtual reality environment (Omegatech) is a seemingly digital tool (audio recordings and programs intended to be used withedigital virtual reality equipment Oculus Rift-s: https://www.oculus.com/rift-s/. brought by Omegatech. These products (scenarios with methodological explanations) are documented in a 21 pages guides, translated into different languages of the partnership.-IO.4 - Project Tool Use Practical Guide and Manual: This 21 page guide is not only a methodological guide to the presentation and use of tools, but above all a guide to tips for things to do (recommendations) and things to avoid (warnings), for the use of tools by trainers. This guide also highlights the personalized steps to be adapted according to the profiles of the audience to accompany.-IO.5 - TLP-driven online platform and website: this combined IT tool is online (IO.5 and hosts all Project content.In the run-up to the Projet Re-Orient, thefeedback from the piloting and dissemination activities put before the innovative side of the IO.3 tool that basically marks the participants, not or unaccustomed to experimenting with virtual reality training, with associated computer equipment (virtual helmets) and associated scenarios on situations. The IO1 study report is commended for the relevance of the findings and recommendations on career reorientation in Europe. The toolkit (IO.2) is appreciated by the number and flexibility of activities (54 in all). The Trainer Guide (IO.4) is an asset in terms of practical advice, as highlighted in the feedback returns. The website (IO.5) contains all the tools of the project (from IO.1 to IO.4) and is thus a practical vector to use for any public wishing to address a topic of career reorientation.Overall, the feedback from entities and the community of adult education and guidance practitioners is very good and underlines the relevance of such tools produced and above all the innovative and dynamic dimension of virtual reality tools."

Project objectives are:- To improve the knowledge, capacities and skills of professionals who provide support services to entrepreneurs with disabilities- To facilitate the recognition of the knowledge, experience, capacities and skills of these professionals, providing a sound base for the definition of a Professional Qualification by the competent authorities- To increase the mobility, job opportunities and the exchange among professionals and organizations which provide support services to entrepreneurs with disabilities by means of facilitating a common framework for the recognition of competences- As a consequence of the previous results, to increase the number of professionals aiming at increasing their capacities and skills to support entrepreneurs with disabilities using a validated intervention model and tools. - To increase the number and quality of support services provided to entrepreneurs with disabilities throughout Europe and, as a consequence, to improve the self-employment opportunities for people with disabilities.That will be achieved by means of the design and validation of: 1) An Intervention Model to provide support services to entrepreneurs with disabilities, 2) A specific Professional Profile for professionals that provide those services, including the requested experience, education, knowledge, capacities and skills.The following activities will be carried out:- Design of the Managerial Procedure, appointment of an external evaluator and design and set up of an internal Communication tool- Gathering of Best practices regarding the support to disabled entrepreneurs’ initiatives in Europe. - Adaptation of the Supported Employment methodology (including toolkit) to support entrepreneurship. - Design of the professional profile of the Supported Self-Employment Advisor. -Design of a European Course for Supported Self-Employment Advisors. - Validation of the professional profile by means of a training activity addressed to 40 professionals from all throughout Europe. - Design and execution of a Dissemination Plan, including specific dissemination activities addressed to stakeholders and policymakers- A final European Seminar to increase visibility and awareness on project productsBy executing the above indicated activities, the projects aims at achieving the following objectives:- Locally, more organizations traditionally supporting labor opportunities for disabled, will offer support services for entrepreneurs with disabilities. Due to the existence of a recognizable professional profile, more professionals will choose to increase their capabilities in this field. The increase of mobility will increase the expertise and experience treasured by these professionals and, as a result, more entrepreneurial initiatives promoted by people with disabilities will result in new businesses and jobs.- At a National level, competent authorities will have available a professional profile following the ECVET principles and technical orientations and designed and validated with the participation of the involved agents. After validation and presentation, that could lead to the appearance of a new qualification and, in any case, to the offer of more and better training and capacity building activities in that field.- At a European level, the Intervention Model and the Professional Profile will be of special interest for those countries which do not have a strong tradition in support to entrepreneurs with disabilities as they will have access to a sound model to start working with. Furthermore, the existence of a European professional profile promoted by the European Union of Supported Employment will increase not only mobility of professionals, but exchange of experiences and the continuous enrichment of the model, too

Integrating deaf people into the job market is a key challenge; more than 50 % of the 1 million deaf people in Europe are unemployed, and those who are employed are often in low-skilled and low-paid jobs.Access to digital jobs and professional VET programs in ICT for deaf and hard-of-hearing people is severely affected by the lack of proper field-specific terminology in the different sign languages, although the needs analysis conducted previously to the submission of this proposal has highlighted a rising trend in deaf entrepreneurship within the digital and ICT sector (ref. field research carried out by the project “Deaf Enterprise”, KA2 2016-1-UK01-KA202-024361, see innovation and complementarity section).The employment rate in ICT is going through a really positive trend in the last years; in fact, according to Eurostat, the number of ICT specialists in the EU grew by 39.1 % from 2011 to 2018, over 6 times as high as the increase (6.5 %) for total employment (shorturl.at/bepE0).As with any other language, lexical wealth of sign languages gets updated in accordance with use and diffusion of terms. New lexical resources for digital and ICT are lagging behind in sign languages, due to the common but misguided myth that written text can be sufficient for deaf people to understand and being able to express themselves, particularly with regards to the field of digital and ICT. According to the European Federation of Hard of Hearing People, there are 52 million European citizens affected by hearing disabilities of any kind, and national sign languages are to be considered their mother tongues. Access to sign languages is comparable to a Human Right, allowing them to be fully included in the daily life of their society. As such, the existing lexicon gap in the digital and ICT domain of sign languages has to be overcome in order to guarantee equal opportunities in accessing the ‘digital community’ of professionals for people with hearing disabilities.The project aims to develop the “EU Digital Framework for Sign Languages”, i.e. an analytical and descriptive database providing the main sign language resources in is (international sign) related to the lexical domain of digital and ICT. The framework will be mainly represented by an e-glossary containing at least 500 lemmas in IS, distributed in five key digital subdomains: 1.Computer science; 2.Cloud networking; 3.Internet of Things (IoT); 4.Artificial Intelligence (AI) and robotics5.Audiovisual and media production. Each entry of the glossary will be augmented with a short video showing how to properly sign it plus additional information like etymology, usage scenarios and situational contexts. Where a lexical gap is detected, new signs will be developed according to the current rules of new signs formation. Apart from the language academic interest, this project pursues the full integration of D/deaf individuals into professional and VET contexts with a degree of digital/ICT intensity. Therefore, the results are thought to be used and adopted by both D/deaf and hearing people, to favour the spread of deaf culture and encourage dialogue and inclusion. To this end, the “Guidelines for the inclusion of D/deaf workers in digital and ICT settings” will be delivered in the final stage of the project.The main target group is represented by D/deaf individuals about to enter the job market in the fields of digital and ICT, then also engaged in VET related training programmes. As a secondary indirect TG, the project encourages the uptake of results by VET trainers, employers and entrepreneurs in the field, sign language interpreters and schools, associations for the inclusion of people with hearing disabilities, who will benefit from project results.

Job coACh, supporTIng school studEnts with Autism Spectrum Disorder to acquire independency” – ACTIvE aims to promote social inclusion starting with school education through a holistic approach. Thanks to the external collaboration of the Job Coach educator profile, school systems as a whole will be empowered to support students with special needs. In particular, ACTIvE wants to:-Provide educators working in school contexts with innovative Continuous Professional Development opportunities to deal with ASD students (competences to increase social and personal autonomy of ASD adolescents using psychological and educational best practices);-Develop a long-lasting relationship among all actors in school (families, teachers, headmasters, NGOs working with autism, external stakeholders);-Promote social inclusion through talent development;-Create synergies at local and European level to develop innovative practices for inclusive Europe with a bottom-up approach.TARGET GROUPDirect TG: Educators working in school context (psychologists, professional educators) aiming to enhance their competences in relation to autism.Indirect TG: ASD students, teachers, headmasters, families.Stakeholders: local communities, employment agencies working with people with special needs, chambers of commerce, SMEs. To reach these project objectives, the consortium has designed a set of activities grouped into two innovative results (IOs) over a period of 30 months in total (start: 1st December 2019 – end: 31st May 2022). IO1 THE ACTIVE CURRICULUMThe first innovative result is represented by the curriculum to become JOB COACH, tailor made on the training needs of educators and psychologists working in a school context with ASD students (age 15-18). The curriculum includes key knowledge, skills and competences related to the educational profile of the JOB COACH. In order to reach this tangible result, project partners have foreseen three main activities:A1 Methodological Framework (M1-M2);A2 Job Coach Curriculum (M2-M5)A3 Active Validation (M5-M7).The last activity aims at creating an integrate system for the validation of competences, in full compliance with the “European Guidelines for Validating Non-Formal and Informal Learning” (CEDEFOP 2016).IO2 THE ACTIVE SOCIAL LEARNING ENVIRONMENTThe second innovative result is represented by the development of a new online learning environment, enriched with training materials for educators, a collaborative space for the users (namely, the community of practice) and an Info Desk, which will serve as a contact point among platform users and project partners. The info desk will be active for at least 3 years after the end of project funding, in order to guarantee the sustainability of the project’s results. In addition, the online collaborative space (community of practice) will be supervised by a moderator appointed by project partners on a rotation base (approximately 5 months each).The Guidelines for Educators to Implement Job Coach Strategies with ASD Students (IO2/A5.2) will be also available on the platform as an open resource, ensuring the transferability of results.These second tangible result will be achieved through:A1 Training Plan (M8-M9)A2 Development of Training Modules (M10-M18)A3 ACTIvE Social Learning Environment (M17-M21)A4 Pilot Test (M20 – M26): C1 Train the Trainer (M20) + Pilot (M22 – M26)A5 Guidelines of Educators to Implement Job Coach Strategies with ASD Students (M26 – M28)Blended Mobility of ASD Students (M26) + Report (M26-M28)A6 Fine-Tuning of Platform and training modules (M29 – M30).

"In 2015, more than 17 million young people in the EU were without a vocational qualification, unemployed or not in education or training. In 2018, 16.5% of young people in Europe were seeking socio-professional integration, compared to 14.2% in 2016 (OECD). The problem of inactive young people is a permanent challenge for Europe.Despite a high rate of inactive young people, some professional sectors are struggling to recruit (80% in some sectors), including in attractive professions such as those in the digital sector. Everywhere, the digital revolution is underway. In each territory, the establishment of the digital sector is encouraged. However, the training offer exists. It is even plentiful. But employers are not only looking for technical skills and recruitment is held back by a lack of professionalism.The talents sought today correspond to the following profile:O A base of ""business skills"" that underpins technical expertise O Cross-cutting skills, particularly in terms of interpersonal skills O A set of professional qualities that determine the ability to demonstrate autonomy, initiative and responsibility in the conduct of activities and the management of interfaces. These cross-cutting skills and professional qualities are all the more important as companies are engaged in almost permanent processes of change. The ability to adapt, learn and evolve is therefore essential in the search for new talent.With this in mind, six organisations from five different countries, two territorial training organisations, IFAPME (Liège, Belgium) and Formation et Métier (Marseille, France), a regional association for sustainable employment (Lisbon, Portugal), the WHKT Regional Chamber of Crafts and Trades (Dusseldörf, Germany), the University of Galati, UGAL, Department of Computer Science (Galati, Romania), and the World Committee for Lifelong Learning (Paris, France), all working in the same field, that of socio-professional integration, have chosen to combine their expertise and pool their skills to serve young people aged 16 to 29, who are not in school, are not qualified and are not in employment, to enable them to gain access to these key skills, which are transversal and personal skills, to facilitate their access to employment in the digital professions and thus contribute to their social and professional inclusionThe DIGITER project is divided into 4 phases from September 2017 to December 2020. SKILLS MAPPING (O1) - Project leader: WHKT (Germany) - Sept 2017 to Apr 2018 Identification of the territorial partners to be mobilised and conduct of a survey to better define the cross-disciplinary skills expected by digital employers, on profiles at the sub-baccalaureate level. REFERENTIAL OF TRANSVERSAL SKILLS (O2) - Sponsor: Formation et Métier (France) - May 2018 to Sept 202015 skills divided into 3 categories (digital, entrepreneurial, generic) with 4 acquisition levels covering all the needs of companies. Reference system tested twice, impacting 362 people, including 230 NEETs. EVALUATION AND MODELING DEVICE FOR ACCOMPANYING AND TRAINING NEET YOUNG PEOPLE ON THE ACQUISITION OF THESE TRANSVERSE SKILLS (O3) - Lead partner: UGAL (Romania) - Sept 2018 to Oct 2020 ELABORATION OF A TRANSNATIONAL REFERENTIAL FOR A TERRITORY LABELLED AS A LEARNING TERRITORY (O4) - Lead partner: CMA (Paris) - June 2020 to Dec 2020There is a before and after to Digiter. Regardless of the organisation and format of the experiment, the training modules proposed have had a positive effect on the development of learners' cross-disciplinary skills.Impacts observed on : O ORGANISATIONS: consolidation and diversification of their partnership relations. Today, identified as a resource centre by other training organisations, they are regularly called upon for their expertise on this subject.The LEARNERS: better understanding of their needs, awareness of the absolute necessity to work on cross-cutting skills at the same time as technical skills, since this dual acquisition will determine their eventual recruitment.TRAINERS: better understanding of the expectations of the business world, development of their own transversal skills (creativity, adaptability, etc.) and their own networks and, finally, reflection on the plurality of their function (facilitator, coordinator, coach, trainer, etc.)The TERRITORY: reinforcement of the relevance of the training offer with regard to the expectations of local companies and, in fact, reinforcement of the professionalism of young people who learn and are assessed in real work situations, on concrete cases and no longer in an ""ideal"" examination situation."