<< Background >>It is known and understood that economy is changing, new concepts are emerging (concepts such as knowledge economy, 4.0 economy, circular economy), and all these new concepts impact the challenges to increase transversal skills. Networking is one of the most important elements of job search. Professional networking has been shown to be the best way to find a new job. Nevertheless, nowadays networking continues to be seen as a high-performance professional career development skill. In what concerns networking, is commonly understood that 85% of employment opportunities are related to networking outcomes (says a recent survey conducted to more than 300 thousand persons in conjoint research in which the Adler group and LinkedIn participated (www.linkedin.com/pulse/new-survey-reveals-85-all-jobsfilled- via-networking-lou-adler/ - 2016). The research concluded that “(… active candidates represent around 5-20% of the total talent market, Tiptoers about 15-20% and passive candidates about 65-75%. reflecting fewer candidates for a high position.” This confirms that networking is a key and fundamental skill to labor market integration and job retention, or in an extended approach to generate opportunities that benefit people inclusion – having in consideration that a workplace is a key to social inclusion and personal wellbeing. Target groups: disadvantaged groups - NEETs, migrants, immigrants, and others According to the Skills for jobs database by the Organisation for Economic Co-operation and Development (OECD), at least 80 million workers in Europe are mismatched in terms of qualifications. This means workers lack the proper qualification for the job they have been hired to do, either because they are under-qualified or overqualified. According to the OECD, this is the case for 42% of workers in Greece, 41% in Portugal, or 37% in Germany. The so-called ‘skills shortage’ has an economic impact both on workers and businesses. At the partnership level, it has been observed in each country that ‘skills shortage’ is a real problem and especially for NEETs and migrants, who are facing a pool of challenges in being socially included. The expertise of the team members and the experience in working with disadvantaged groups constitutes an asset for the development of this project concept – foreseen activities. The general objective of this project is to help disadvantaged groups (NEETs, migrants) to become successful participants in the community by developing their networking skills and by using the links they have created for better inclusion. We believe they will be better prepared if their networking and soft skills are empowered and oriented to invest in their social capital increase. SHAREN(E)ET was designed to develop innovative results but also to intertwine innovative practices with existing activities considered as good practices adaptable to young adults, namely the creation of opportunities for self-development and empowerment towards the labor market. Some innovative resources: 1) Networking Self-assessment for disadvantaged persons 2) Learning paths or programs around the learner - Learning paths tailoring tool 3) Learning resources catalog To develop these resources, partners will invest knowledge they have consolidated during their lifetime of fieldwork & implement other key projects.<< Objectives >>The overall objective of this project is to help disadvantaged persons to become successful participants in the economy. We believe they will be better prepared if their networking and related skills are empowered and oriented to invest in the social capital increase. Thus, the project goals are to: Enhance networking and related skills, identified as critical in the 21st-century economy in disadvantaged young adults (especially NEET) and adults. Identify existent open-source networking self-assessment tools and design one suitable to disadvantaged persons. Develop a tool that analyses and issues learning paths proposals for networking and related skills enhancement in disadvantaged persons and practitioners. Generate a set of learning paths to train the trainers (practitioners) in providing the most effective support to trainees (disadvantaged persons) Create a networking and related skills development guide, providing to practitioners a set of guidelines, resources, and tools to apply when working with disadvantaged persons Pilot the PRs’ in each country targeting 12 practitioners and 24 disadvantaged persons (in PR3 pilots) from which will result in a Catalogue of Successful Case Studies in “Building Human capital to sustain social inclusion and employment” Target groups: practitioners: psychologists, social workers, trainers, educators, and other related professions. This group will be mostly engaged in core project activities, integrating the first direct beneficiaries of what the project aims to develop and deliver. These participants are asked to provide their experts' points of view and influence the development of the results. Furthermore, they are to be engaged in the activities that provide critical input to PRs’ validation and improvement - validation workshop. They will also be invited and enrolled in the piloting activities in which they benefit from the learning experience but also have the duty to provide informed feedback to the developers. They can be integrated into the groups for transnational activities - STJSTE - and in the communication and dissemination actions.<< Implementation >>SHAREN(E)ET is a 30-months project which aim is to support inclusion and employment pathways, by creating a series of learning pathways (self-assessment and training offer). The self-assessment instrument will allow creating disadvantaged people’ self-awareness regarding their current levels of proficiency in key soft skills, and the training will cover the gaps and train disadvantaged groups on how to develop and value their soft skills. To the project purpose, it is required to design a participatory approach and to be as close to the beneficiaries as possible. Therefore, SHAREN(E)ET methodology will be based on delivering pilots simultaneously to a single group in each country. The development of the PR’s will also be almost in parallel, making sure the resources are working and taking advantage of synergies.The project will start with the planning of all the necessary PR’s, they will be detailed at the same time with a conjoint effort from all partners. The PR’s are interconnected. PR1, PR2 and PR3 will be developed at the same time and cannot be implemented independently in a sequential manner, but they are all to be applied to the same beneficiary in an integrated process, so the prototypes need to be ready at the same time. The PR1 will be focused on setting the right framework of skills and providing the beneficiaries with the possibility to measure their levels in terms of networking and related skills. PR1 will pack with PR2 since this one provides the personalization or the paths to develop the skills according to the self-assessment. So in the pilots, the participants, supported by practitioners, first perform the self-assessment and then receive guidance and counselling to go through a pre-defined learning-tailored path. The partnership will go through the development of a set of learning paths that can ultimately fit and be tailored to self-assessment results. The accumulation of these learning paths (or in smaller unit learning objects) will constitute the PR3 - Learning resources catalogue. This PR3 is an open catalogue in the online format being to accommodate new learning paths and resources as the PR1 is used. The final PR (4) is a guide to support the practitioners in using the previous PR’s but also with resources and activities for guidance and related supporting methodologies.<< Results >>PR1: Networking Self-assessment tool for disadvantaged person skillsThe project proposes to add innovation to existing tools by creating a networking online self-assessment for disadvantaged persons. The self-assessment tool will be a user-friendly tool to appraise the level of networking skills of one person with basic level skills. By evaluating the level of networking competence, we will be able to prepare a customised training to improve this ‘must have’ competence and to promote social inclusion, fostering disadvantaged people to enter the labour market and the capacity to retain their job (career progression). People will feel more capable to overcome their difficulties to communicate. Communication is very important to enter the labour market and retain the job: developing and maintaining relationships with others for the purpose of mutual benefit can help individuals search for and secure employment opportunities, gain access to needed information or resources, obtain guidance and social support. PR2. Personal inclusion and employability paths tailoring toolThe learning paths tailoring tool is about tagging and matching the self-assessment results from PR1 and the suitable learning recommendation to develop the participant talent and potential in terms of social capital and network. The PR1 delivers an appraisal and help to better understand what that person must do to be empowered. The learning paths tailoring tool is composed of a document / online platform (in which beneficiaries can visualize the tailored path) and a board game (customized for digital use). PR3. Learning resources catalogThe catalog will combine resources self-awareness/ self-development and networking development skills that will be developed or selected and presented in the catalogue. The resources, materials and activities in the catalogue must be aligned with what was developed in PR2, that is, the beneficiaries create their tailored learning path and find the necessary resources, materials and activities to perform it in the catalogue. The catalog will be organized in a process of design thinking and it will comprise an instruction guide to facilitate transferability and a guide to provide more robust information on replicability procedures. This result also comprises the functional specifications document for the web-based development and coding, allowing the transferability to many other stakeholders and context.PR4. Guide for Social Capital and Employment Opportunities Development This guide will be focused on how to support the generation of opportunities to develop social capital and employment. The enhancement of disadvantaged persons (DP) networking and related skills can’t be only about finding a job, must also prepare the person to invest in self-development, social capital investment and professional development. This guide is all about supporting the generation and development of opportunities. This PR intends to provide guidelines, that practitioners can use, to increase the human capital of the DP. It will also emphasize the integration of guidance and insertion schemes, activities, tools, and techniques (PR3) and their potential to generate opportunities, e.g case studies. One of the resources at the disposal of the practitioner will be the PR3 with a wide variety of learning objects and paths that can be evaluated to fit the beneficiary needs.Project outcomes1) the empowerment of disadvantaged people with key skills – focused on networking - and new tools, to overcome labour market alienation (applying for a customized training course); 2) the upscaling of Job Placement Professional’s tools for the integration of disadvantaged groups on the labour market, ensuring their retention; 3) a strong engagement both from disadvantaged groups and JPP with continuous learning and with new learning technologies.

"<< Objectives >>The project's main objective is to support young refugee/migrant NEETs' and their ""fast track"" insertion into the labor market. It aims to train youth professionals and provide them with useful tools as well as to counteract to the basic challenges often faced while trying to access the labor market: lack of awareness among employers, lack of job opportunities and lack of choice for the jobs NEETs would like to practice and the training needed.<< Implementation >>The main activities to be implemented are the following:- Training for youth professionals to better support young refugee/migrant NEETs;- training and mentoring activities to develop work-oriented technical and soft/life skills and prepare young refugee/migrant NEETs to access the local labour market by developing an individual action plan;- selection of local employers to provide on-the-job training and mentoring services.<< Results >>The main results expected are the following:[a]. The Newcomers@Work Curriculum and Guide; [b]. the Newcomers@Work Digital Toolbox; [c]. the Newcomers@Work Implementation Guide. The project will also develop a series of training activities and dissemination events. These involve: [a] joint staff training activity;[b]. pilot of the curriculum; [c]. on-the-job training and mentoring activities;[d]. national conferences and a final conference."

<< Objectives >>Project objectives are focused on equipping teachers, parents and students from minority, migrant or refugee background from Austria, Bulgaria, Spain, Portugal, Luxemburg and Turkey with innovative methodology, interactive resources and pedagogical instruments based on gamification for teaching and learning reading comprehension skills in the official language of the country, thus increasing the quality of learning and the access to affordable and high-quality early primary education.<< Implementation >>The project activities include development of assessment tool for teachers 'training needs, training program providing skills for teaching reading comprehension skills to students grade 2th to 4th, and development of interactive platform with practical and user-friendly resources involving teachers, parents and students. It will also develop and upload a database of videos demonstrating practical using of the project resources. Wide promotion of all the project products will be implemented.<< Results >>The project will aid teachers to achieve high quality in the teaching process and support more effectively their students in order to overcome their learning disadvantages thus preventing the early school leaving. It will give further opportunities and will build resources that will strengthen expertise of the participating organisations and will be a step further into their experience in working in cooperation with other EU organisations to address common issues.

"Due to the political instability that many countries face around the world, thousands of people leave their country of origin unwillingly and sometimes to unknown destinations. As statistics on immigration at the European level reveal men, women and children cross seas, walk long distances and sometimes live in disastrous conditions before arriving in a country that will welcome them. Therefore, European countries have become a ""second home"" to an increasingly number of immigrants and refugees with a very diverse linguistic, cultural, educational and professional backgrounds. Although this diversity is certainly an asset because it enriches the linguistic and cultural diversity of Europe, it also challenges political decision-makers on the adequate means to assume henceforth their responsibilities, that is to say work to the overall development and well-being of the people they have accepted to welcome to their territory.To this end, numerous initiatives have been taken to facilitate the integration of migrants into European societies. However, despite the efforts made, there is a need to constantly develop innovate supporting services for these individuals who are visibly vulnerable in the new environment because of the linguistic, cultural, economic and educational disparities. They are confronted to many difficulties such as the need for guidance, appropriate training, extra-accompanying measures and quality jobs.Their presence on the European territory opens up a new challenge for the European labor market, calling for new measures to ensure the rapid and efficient integration of disadvantaged groups (28% of the EU population) who are an integral part of societies. And it is at this level that this transnational project comes into play to tackle from a multidisciplinary approach the issues immigration, integration, training, personal development and employment of the disadvantaged . The idea for carrying out the project originates from the numerous working experiences that partners have gathered through both national and Europeans projects involving low-skilled people and disadvantaged groups and which have strengthened their abilities to develop new educative solutions to better answer both the immediate and long-term needs of migrants. Therefore, one of the objectives of this project is to constructing innovative training programs based on the identified needs of adult migrants in the participating countries and by doing so, contributing to the quality of adult learning at the European level. This project targets more than 200 male and female adult migrants who have been living for at least two years in one of the participating countries( France, Luxembourg, Greece, Portugal and Italy)who have a regular stay permit, who have undergone at least one language or professional training and who are unemployed. On the basis of the transnational research on integration policies, professional training and good practices for the insertion of migrants in the labor market, partners will construct innovative training modules around the eight competencies of European Framework of Key Competences for upskilling educators working with adult migrants. These modules will be tested in all partners' countries . In order to achieve this, 50 mentors for mentoring migrants will be trained, 25 success stories will be recorded and published, 2 staff training will be held, 5 intellectual outputs will be delivered and 10 Multiplier events will take place to disseminate the results of the project.Through the various activities of the project and the training modules that will be made available to training providers at the European level, we hope to promote the transfer of intergenerational skills thanks to mentoring activities , develop the potential of adult learners, improve the linguistic, digital, intercultural , socio-professional and entrepreneurship skills, facilitate the social and professional integration of migrants. All this will in return impacts financial situation, strongly contribute to their quality of life, give them necessary keys to support their children's educational and improve their self- image and their overall well-being.The expected impact level that the results of this project expand the quality training for adult migrants. The results of this project are transferable to other contexts and their scope is beneficial for both the learners and the staff because it is the fruit of cooperation between 7 experts from different areas of expertise, but complementary namely: SIDEC - LXAproximar - PTAmadora Inova - PTAthens LifeLearning - GRSAN GIUSEPPE ONLUS- ITLIL'LANGUES - FROffice House Capellen - OHC - LX"