<< Background >>The COVID19 pandemic showed that resilience is key to tackle unpredictable negative events. Europe enterprises are trying to bounce back from the negative impacts caused by the multiple lockdowns, confinement restrictions, loss of productivity, just to name a few factors. To survive this economic, health and social crisis, enterprises must display organisational resilience, supported by adaptive management systems. With the rise of global warming, the probability of another pandemic, major migration patterns (and others), it’s a case of knowing how to deal with the next crisis (not IF there will be a next crisis). Nevertheless, organisations face adversities daily and the way they respond to such adversities can make the organisation fragile (if acting rigidly) or flexible (if acting through a set of skills that promote the efficiency and growth of the organisation) (Sutcliffe & Vogus, 2003).Organisational resilience is the ability of organisations to face adversity in such a way that generates a response that allows the bouncing back and activation of coping mechanisms, the achievement of a healthy/positive adaptation, plus the development of new capabilities and the expansion of skills that allow the exploration of opportunities and the construction of skills to deal with future adversities (Coutu, 2002). This is achieved by two components: a) the individual resilience of the organisation workforce (when used collectively) and b) the systemic resilience of the organization processes (system capacity) (Irigaray, Paiva, & Goldschmidt, 2017).Resilient organisations have common traits: they exhibit excess/redundant capacity, flexibility, reliability, trustworthiness, respect and robustness (Denhardt & Denhardt, 2010, p. 338).Enterprises face the negative impacts of COVID19 restrictions, decreased revenues, liquidity problems, temporary or permanent lay-off solutions and overall survival possibility.<< Objectives >>The FENIX project aims to contribute to fostering the resilience of European enterprises and their workers, through the development of an innovative gamified training experience, a guideline to support the implementation of systemic Resilience practices within enterprises and an online crash course on Adaptative Management. These results will be built upon the Organizational Resilience and Adaptive Management (ORAM) Framework and will be enriched by a booklet developed to foment XXI century pedagogical approaches to training.FENIX objectives are:+to contribute to enterprises resilience in face of adversity, thus fostering the strength of European organisations;+to promote a lifelong learning approach to training with European enterprises from all sectors;+to stimulate the development of training approaches that are learner-centred (Learning Outcomes, gamified experiences, mlearning flexible pathways);+to support European enterprises in the implementation of systemic resilience practices;+to foster a culture of adaptive management with European enterprises.<< Implementation >>The project specific activities that will lead to the achievement of the project objectives and delivery of the planned results are:+WP2-2: ORAM Framework developmentThis activity is key to develop the path to follow when implementing strategies to increase organizational resilience in enterprises+WP3-12: Gamification pilotsThis activity will provide the opportunity to test the gamified training experience for workers at all levels and enable partners to make the necessary reengineering of the products. The course pilots will take place in Spain, Greece and Romania. +WP3-25: mLearning crash course pilotsThis activity will allow for the testing of the mLearning crash course for workers on management level on Adaptative management. The course pilots will take place in Spain, Greece and Romania.+WP4-8: Stakeholder consultationThis activity is key to ensure the guideline meets the real needs and pains of enterprises and that each country own context is taken into consideration+5-10.6: Printing and online publishingThis activity will allow the key stakeholders in the education and training sector to benefit from the consortium experience regarding the pedagogical approaches used in the project+ME1-M3 - The Organizational Resilience and Adaptive Management SymposiumsThese activities will have a multiplication effect of the project results and outcomes across the EU. The MEs will contribute to the potentiality of the exploitation and sustainability of the project results.Transversal Activities:+Project management, quality & evaluationThis is an ongoing activity and will guarantee high quality of project results, complemented by an external and internal evaluation model, assuring participants and other stakeholders participate in the evaluation moments of the project.+Communication and project promotionThis ongoing activity will guarantee the maximum impact of project results, allowing partners to communicate the project results and activities in a harmonized manner, to the maximum number of stakeholders, contributing to the future exploitation of project results. The main results under this scope are the project logo, graphic identity manual, teaser for social media, social media (Twitter & LinkedIn), templates for presentations and documents, newsletters, press releases, website, Booklet on training pedagogical approaches to Resilience and Adaptive Management and the exploitation strategy at the end of the project.+Peer-review stagesPlanned throughout the project to ensure the high quality of all project results. +Translations and adaptation to national contextsAll results (with the exception of the Booklet on training pedagogical approaches to Resilience and Adaptive Management) will be translated to Spanish, Greek and Romanian and adapted to national contexts as well<< Results >>The FENIX project is organised in 5 Work Packages (WPs) listed below with their main working outputs and main results:WP1: Project Management, Quality & Evaluation (led by UIB): Project management, quality & evaluation handbook; Financial reports; Action Plans; Project management, quality & evaluation reports - Interim Report (IR) and Final Report (FR).WP2: Organisational Resilience and Adaptive Management (ORAM) Framework (led by ITC): with 2 complementary branches: 1) workforce branch:focused on skills acquisition by individuals where LOs, aims and objectives to the gamified training will be defined and 2) organizational branch: focused on the organizational level, where LOs, aims and objectives to the adaptative management crash course will be developed plus the framework to the guideline with case studies of Systemic Resilience Practices, Leadership models, processes and products systemic resilience approaches, etc.WP3: Gamified training for workforce skilling on Resilience Competency & Adaptive management crash course (led by ISQe): a)Gamified training for workforce skilling on Resilience Competency; and b)Adaptive management crash course.WP4: Guideline for the implementation of Systemic Resilience practices within enterprisesWP5: Communication and project promotion - led by IEKEP+ 3 logos proposals+Communication and project promotion strategy+Graphic identity manual+ .word document template+ .ppt presentation template+ 1 project teaser for social media+Press Releases (at the beginning and at the end of the project)+Newsletters (4)+FENIX website+FENIX Social Media (LinkedIn and Twitter, fed by all partners)+Communication and project promotion reports to WP leader (annual)+Exploitation Strategy (at the end of the project)+Booklet on training pedagogical approaches to Resilience and Adaptive Management - digital and online (EN) - this booklet will provide scientific articles regarding pedagogical and methodological approaches featured in the project activities, or others that make sense in the digital/eLearning thematic and/or ToT and/or mentorships that will benefit education and training organisations/departmentsE1 - The Organizational Resilience and Adaptive Management Symposium (GR) - organised by IEKEPE2 - The Organizational Resilience and Adaptive Management Symposium (RO) - organised by HLXE3 - The Organizational Resilience and Adaptive Management Symposium (ES) - organised by UIB supported by ITCEs will provide an interface to foster greater exploitation potential of the project results as well as contributing to the project sustainability

<< Objectives >>MHYT provides the partner organisations with an understanding of the impact of the covid-19 pandemic on young people’s mental health internationally. It creates a forum to exchange good practises about dealing with young people’s mental health issues with regard to Corona and beyond, and a support network for youth workers .Beyond that it will help build a network from which future cooperations, e.g. a Cooperation Partnership, can be formed.<< Implementation >>MHYT will consist of three main activities:On regional/local level the partner organisations will carry out workshops for youth workers to exchange their experience and best-practise solutions.On transnational level youth workers will participate in a workshop about mental health of young people in transitional times.Then the partner organisations will meet to put together the results of the previous activities and to develop ways to further implement the shared good practises.<< Results >>The participating organisations will have a better overview of the effects of Corona on mental health of young people. Their youth workers will be strengthened in dealing with the psychological implications of the pandemic and in accepting their limits.Aside from that it will establish a network to exchange experiences on the topic of mental health of young people.

"El proyecto NO GAPS tenía como objetivo colaborar con el proceso de integración de solicitantes de asilo y refugiados mediante la creación de una metodología de intervención innovadora, eficaz y replicable a nivel transnacional. El propósito era centrarse en uno de los grupos más vulnerables entre los solicitantes de asilo y los refugiados, las mujeres jóvenes.Numerosos estudios demostraron la especial vulnerabilidad de este grupo dentro de su grupo de referencia. Los datos publicados por EUROSTAT demostraron que la mayoría de las solicitudes de asilo en la UE provienen de los jóvenes, y especialmente de mujeres.El objetivo principal era crear una metodología de intervención integral y replicable a nivel europeo para los profesionales que trabajan con mujeres jóvenes solicitantes de asilo y refugiadas. Una metodología que mejora la integración sociolaboral de estas personas gracias a una intervención integral en función de sus necesidades reales y que promueve su inclusión a través de la participación activa.Los beneficiarios directos del proyecto fueron trabajadores jóvenes y otros profesionales que trabajan con mujeres migrantes, refugiadas y solicitantes de asilo. Podrían beneficiarse de la metodología de intervención de NO GAPS, ya que se crearon varios productos intelectuales que les permiten adquirir los conocimientos, habilidades y competencias necesarias para utilizar la metodología y acceder a los recursos necesarios para aplicarla en su práctica.Los beneficiarios indirectos fueron mujeres jóvenes solicitantes de asilo, refugiadas, de minorías étnicas, recién llegadas. Podrían beneficiarse de la metodología NO GAPS en sus centros y entidades de referencia, pudiendo suponer una mejora de su integración sociolaboral.El proyecto desarrolló 3 productos intelectuales:1. Base de datos innovadora, que proporciona una recopilación exhaustiva de buenas prácticas, proyectos, políticas, metodologías, enfoques pedagógicos, recursos y herramientas en el área temática.2. Currículo de Formación para una intervención sociolaboral integral con mujeres jóvenes solicitantes de asilo y refugiadas, definiendo y desarrollando los conocimientos, habilidades y competencias que necesitan los profesionales que trabajan con estas mujeres para desarrollar el proceso de intervención sociolaboral integral.3. Recurso Educativo Abierto, que ofrece los contenidos teóricos y prácticos necesarios para completar el plan de estudios de formación; incluyendo pilotaje con un grupo de profesionales y mujeres jóvenes, y un paquete de herramientas profesional con todas las plantillas y materiales útiles para el desarrollo de una intervención integral. La metodología de trabajo consistió en la constitución de un consorcio estratégico transnacional formado por socios con contrastada experiencia en el campo de la intervención. La asociación estuvo liderada por la entidad española GUARANÍ, en estrecha colaboración con entidades de Austria, Bulgaria, Grecia y España. La implementación de No Gaps involucró activamente a todos los socios del proyecto a través de un proceso de co-pensamiento, co-planificación y co-escritura que condujo a una sólida formación y respuesta de necesidades, al desarrollo de matriz de marco lógico coherente y eficaz, y a la identificación de canales de difusión y datos fiables sobre el impacto potencial del proyecto.El mayor logro del proyecto fue la creación de una metodología transnacional que combinó la experiencia de un equipo multidisciplinario y fue validada a través de experiencias de una amplia gama de profesionales y mujeres de origen migrante y solicitantes de asilo en cuatro países de la UE. Durante esta búsqueda construimos una base de datos con 55 buenas prácticas en toda la UE. Por lo tanto, destacamos el trabajo de una amplia gama de organizaciones en Europa que trabajan en el campo de migración y la integración social de grupos vulnerables de mujeres. También enriquecimos los mecanismos europeos para compartir conocimientos y buenas prácticas en el campo. Nos inspiramos en la base de datos al diseñar los resultados de aprendizaje ""Manual y paquete de herramientas de No Gaps"" para profesionales en intervención integral con jóvenes solicitantes de asilo y refugiadas."

<< 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).

"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."