"<< Background >>Rapidly advancing digitization and globalization as well as the disruptive change in values in Europe and around the world are changing the way we look at work and the skills required for it, skills which will be needed in the future for a wide variety of jobs and work settings. The OECD Skills Outlook 2021 (https://www.oecd-ilibrary.org/sites/0ae365b4-en/index.html?itemId=%2Fcontent%2Fpublication%2F0ae365b4-en) shows the growing importance of transversal competences in comparance to professional competences for future success on the labour market. It highlights especially communication, teamwork and organisational skills, analysing and solving problems, digital, leadership and presentation skills. One key recommandation is: “Skills for a lifetime: Lifelong learning rests on strong foundation skills, the willingness to learn and a habit of learning, all of which are vital if individuals are to acquire the skills and knowledge to navigate changing labour-market needs and life circumstances. Policies should harness the power of technology, but doing so considering the effects technology can have on existing skills inequalities and the creation of new ones.” Therefore, a new ""mindset"" is needed and thus skilled employees who can couple their professional knowledge with a high level of social, personal and methodological competencies in order to make the best use of the newly created work structures, methods and processes. Based on this fact, the European Skills Agenda (https://ec.europa.eu/social/main.jsp?catId=1223) includes the goal of +32% participation of adults in learning until 2025. This source highlights the significance of New Skills for workers’ change of industry sectors and for the entry of young people to the labour market. With reference to these sources, we and our project partners would therefore like to develop an online tool that helps young professionals throughout Europe to acquire important and promising skills for an optimal positioning in the constantly evolving world of work and, at the same time, to reduce the discrepancy between acquired and demanded qualifications on the European labor market.<< Objectives >>The development and implementation of the Future Skills Cockpit (FSC) tool on a European level aims to create a target group-oriented instrument that is tailored to the future labor market and offers European career starters the opportunity to reflect on their own competencies and to find out which interdisciplinary skills they still need for their future career. This enables them to design their personal learning journey and to visualize and implement it with the help of the tool. The tool thus offers an innovative form of orientation and further training, and subsequently increases the employability of the users. In addition, the use of the tool increases both the digital competence and the ability of self-determined learning. The development of the tool together with the target group and the trainers allows a target group-oriented access. For this purpose, recurring feedback and test loops are included in the development phase. On the project level, the objectives were developed and agreed upon together in the project consortium and adapted for each project partner, according to its focus and adapted to national circumstances. On impact / overall objective level, FSC primarily pursues the adaptation of vocational education and training to the needs of the labor market. Thus, the project contributes to innovation in vocational education and training and makes the possibilities in vocational education and training planning more flexible. With our project we want to achieve the following overarching effects: + The improvement of the professional qualification of young professionals and thereby promoting their professional and career opportunities in the modern European labor market through an innovative, modern and dynamic approach. + Longer-term effects will be achieved by:+ Using participative approaches and digital methods + Adapting to the holistic skills profile of the modern labor market + Being open to the use of synergies with organizations working in different fields or in other socio-economic sectors. This is done by developing a tool for career orientation, which promotes the ability of career starters to create their personal Learn Journey by examining their own competencies in a targeted manner. The Learn Journey forms the basis for orientation, security, motivation and a self-directed approach in connection with personal professional training and further education. In this way, FSC increases competitiveness, creates a ""bridge to working life"" for our users and thus contributes to the European Skills Agenda.<< Implementation >>On the activity level, we have designed the following concrete actions to achieve the outputs and outcomes and ultimately the impact: +STARTPHASE: Project management and implementation by PL and the PP, set-up of project structure, project internal accounting and digital project control; Transnational project meeting: Project meeting kick-off in Austria with all PP, implementation of the results of the kick-off by PL. +Project phase 1: Organization and implementation of a transnational workshop for the creation of a future skills portfolio as a basis for the definition of the future skills in the tool by PL (Austria), PP1 (Hungary) and PP3 (Lithuania), development of a target group-specific requirements profile for the basic concept of the product by all PP. +Project phase 2: Tool design and planning: creation of the basic concept for the tool, pedagogical rough design, scripts etc., creation of the database for the tool, finalize content prototypes by PL and 1st interim report for the Value Strategy concept (PP1), rough draft competence grid. +Project phase 3: All PP agree on a content prototype, content design and programming of the tool by PL, translation of the tool into the project languages (DE, EN, LIT, IT and HUN) by all PP, test of the tool prototype by all PP: evaluation and revision loop, start policy paper, define requirements for the application guide. +Project phase 4: Create application guide (tool du train the trainer), organize and conduct train the trainer workshop incl. tool test, evaluation and improvement draft. +Project phase 5:Organization and implementation of the prototype test in the target group in all partner countries by all PP, evaluation, improvement draft and revision loop. +Project phase 6: Revision of the tool, final acceptance, final Value report, finalization of competence grid, guidelines and policy paper +Project phase 7: Roll-out and multiplier events +Project phase 8: Project completion and writing of the final report<< Results >>Our project outputs are focused on the direct benefits for European vocational and further education and the added value for the target group. The following tools are envisaged as Intellectual Outputs within this project: + FSC as a target group oriented tool (online tool) - AUSTRIA: the definition of the Future Skills and the active use and dissemination of the Future Skills Tool by the project partners. The tool will be developed together with the actual target group from all partner countries. It will be available as free online source, embeddable in different technical systems and LMS. + FSC Trainer the Trainer guide incl. competence grid: - ITALY: for the implementation and use of the tool by European trainers. European trainers are instructed online in the use of the tool and further trained on the topic of Future Skills. +FSC EU Framework Competence Grid and Value Strategy- Hungary: development of Future Skills Tool Competence Grid and elaboration of Quality Management and Improvement Strategy. +FSC Policy Paper - Lithuania Dissemination Strategy for the FSC Tool and key learnings from testphase regarding target groups’ users preferences."

"<< Background >>People need the ability to design robust career and life plans and to evolve with the dynamics of the working world. Especially for YOUTH, these skills are essential to DEVELOP their PERSONAL LIFE VISION and develop self-directed independence in all areas of life. Life Skills, according to the WHO, are ""a group of psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and MAKE AND SHAPE THEIR LIVES IN A HEALTHY AND PRODUCTIVE WAY."" With the LifeDesign Skills Tool we create a tool for European youth work, which makes especially disadvantaged young people designers of their own lives. Within the framework of four modules (Personality, Self-Marketing, Physical and Mental Fitness, Financial and Material) the young people develop patterns of action through the use of positive psychology. These enable them to participate actively in European society and to make a successful transition to adulthood and the world of work. The selection of the four modules mentioned above is based on decades of experience in youth work. Although vocational training and mobility within the European Union are becoming increasingly important in the education and training of young people, the development of life skills does not seem to have an explicit place in any school curriculum. Especially marginalized youth, who are denied the training of these skills due to structural or social barriers, will benefit from the development of an online tool, which shows a safe and self-directed way to independence and teaches skills on a European level. As target group, we focus on marginalized youth and thus promote the inclusion of young people who are disadvantaged by disability, health problems, barriers related to education and training, cultural differences, social barriers, economic barriers, barriers related to discrimination and geographical barriers. By working with our project partners, we aim to address and support all of these sub-target groups. ibis acam Bildungs GmbH as PL (Austria) focuses mainly on the target group of NEET's and young people who have a maximum of compulsory education and have a migration background, therefore are affected by cultural as well as social barriers and discrimination. PP2 Asociación Caminos (Spain) supports NEETs and young people with difficulties integrating into the labor market who, despite a good education, are primarily affected by economic and geographical obstacles. PP3 MAS (Hungary) focuses on NEETs and young people who have a disadvantage in the world of work due to disability or other health problems. The goal of the Life Skills Tool is to teach the four Life Skills mentioned above to the target group in order to create inclusion and equity in the transition to working life and adulthood for young people. Furthermore, a guide for the implementation and mediation for youth coaches will be presented and a competence grid will be created according to the EU Framework Logic. PP 4 Pistes solidaires (France) focuses on the Qualityen assurance system of the project and the developement of a LDSkills4YOU Competency grid. The outcome lead is shared among all project partners.<< Objectives >>The implementation of the Life Design Skills Tool on a European level pursues the goal of creating a target group-oriented tool for youth work, which enables European young people to develop life skills. Using the Life Design principle and insights from positive psychology, the PP develop together with European youth an online tool that teaches four life skills (personality, self-marketing, mental and physical fitness, financial and material). The development of the tool together with the target group allows a target group oriented access. For this purpose, recurring feedback and test loops are included in the development phase. On the project level, the objectives were developed and agreed upon together in the project consortium and adapted for each project partner, its specific target group and according to national circumstances. On impact / overall objective level LDSkills4YOU pursues the increase of quality, innovation and recognition of youth work. As longer term effects, the following contribute to the overall objectives: + use of participative approaches and digital methods + new and better practices to address the needs of target groups with low opportunities + openness to use synergies with organizations working in different fields or in other socio-economic sectors. At the project goal level, the individual goals of our partners diverge from each other to some extent, depending on the target group. Accordingly, in Outcome 2 in particular, there will be individualization depending on the partner. Overall, we will reach a much broader target group of users. As an overall outcome we see: + The promotion and recognition of validation of youth work and informal and non-formal learning at all levels as well as support for quality development and innovation in youth work + Capacity building of youth workers for practical activities online and offline as well as support for the development and transfer of methods to reach marginalized youth. This is done by creating a tool for youth work that targets the ability of youth to create their personal Life Vision through the development of Life Skills. The Life Vision forms the basis for inner security and self-directed independence as a contribution to European society and in the transition to the world of work and adult life. The output generated is a target group specific tool for the development of LifeDesign Skills and the active use and dissemination of the LifeDesign Skills Tool by the project partners. The tool will be developed together with the actual target group. European youth workers will be trained in its use. The tool will be implemented in all partner languages and will be integrated on a learning platform for use on a European level. We see the Intellectual Outputs in the following tools: + LDSkills4YOU as a target group specific tool (online tool) - AUSTRIA: the development of LifeDesign Skills and the active use and dissemination of the LifeDesign Skills tool by the project partners. The tool will be developed together with the actual target group. European youth workers will be instructed in its use. + LDSkills4YOU Guide + Trainer the Trainer Guide - HUNGARY: for the implementation and use of the tool by European youth coaches. + LDSkills4YOU Policy Paper - SPAIN: Target group specific Life Skills training for the inclusion of young NEETs in the labor market.+ LDSkills4YOU EU Framework Competency Grid - FRANCE: development of a LifeDesign Skills Competency Grid in cooperation with European promoters from the educational policy field.<< Implementation >>On activity level, we have designed the following concrete actions to achieve the outputs and outcomes and ultimately the impact: + STARTPHASE (04.04.2022 - 29.04.2022): project management and implementation by PL and the PP, set-up of project structure, project internal accounting and digital project control; Transnational project meeting: Project meeting kick-off in Austria with all PP, implementation of the results of the kick-off by PL. + PROJECT PHASE 1 (02.05.2022 - 22.07.2022): Development of project results by PL and PP 2 & 3: The PP define the competence-oriented objectives of LDSkills4YOU, the PL develops the guideline for the co-creation workshops, the PP acquire young people of the sub-target groups described under 1.1 and experts for participation in the co-creation workshops; the project partners organize co-creation workshops. In doing so, the objectives are aligned with the requirements of the target group for the contents, methods and functions of LDSkills4YOU. The PPs develop the target group-specific requirements profile for the basic concept of the product in a transnational project meeting. + PROJECT PHASE 2 (25.07.2022 - 30.12.2022): Development of project results, steering and implementation by PL. The methodological-didactic basic concept in the form of four scripts is developed by the PL in recurring feedback loops with the target group and the content prototype is finalized. + PROJECT PHASE 3 (02.01.2023 - 06.01.2023): Implementation by PL and PP 2 & 3; comparison of the content prototypes with the results of the co-creation workshops and first content testing and feedback with European youth and experts - planning of the presentation of the content prototypes. + PROJECT PHASE 4 (09.01.2023 - 31.01.2023): Transnational project meeting to present the content prototypes and achieve a commitment of all PP. Development of project results, steering and implementation by PL: Concept is revised based on initial testing and prepared for digital implementation, digitization, creation and design of technical implementation. Technical prototype is available in all project languages. + PROJECT PHASE 5 (=TEST PHASE) (05.06.2023 - 17.10.2023): elaboration of project results, steering by PL and implementation by PL and PP 2 & 3, acquisition of pilot groups (youth and experts), evaluation and assessment of structured feedback on testing experiences in a transnational project meeting. + PROJECT PHASE 6 (17.10.2023 - 15.01.2024): implementation by PL; PL optimizes the product based on the feedback of the pilot groups; PP 2 develops a guideline for the application by youth coaches, online training for youth coaches; creation of a competence matrix (EU framework); policy paper. and (=DISSEMINATION) (15.01.2024 - 04.03.2024): The PL hands over the tool including the guide to the PP for further use and dissemination (roll-out event); The product is presented at workshops (multiplier events for youth coaching organizations to use and disseminate the tool), trade fair appearances and industry events (roll-out at supra-regional and school level); These take place online, hybrid and in presence. Partners disseminate info on LDSkills4YOU via Epale, their own websites, social media channels, and regional media (newspaper, radio, etc.). + PROJECT PHASE 7 (=CLOSING) (04.03.2024 - 12.04.2024): final transnational project meeting; The PL summarizes the results of the project in the final report. + ALL PHASES: Project management by the PL, public relations according to detailed communication plan, interim evaluations and quality assurance. For an even more detailed time schedule, please refer to the attached Project Schedule.<< Results >>Our project outputs are focused on the direct benefits for European youth work and the added value for the target group through the development of life skills. IO- (Intellectual Outputs) + LDSkills4YOU as a target group oriented tool (online tool) - AUSTRIA: the development of LifeDesign Skills and the active use and dissemination of the LifeDesign Skills tool by the project partners. The tool will be developed together with the actual target group. European youth workers will be instructed in its use. + LDSkills4YOU Guide + Trainer the Trainer Guide - HUNGARY: for the implementation and use of the tool by European youth coaches. + LDSkills4YOU Policy Paper - SPAIN: Target group specific Life Skills training for the inclusion of young NEETs in the labor market.+ LDSkills4YOU EU Framework Competency Grid - FRANCE: development of a LifeDesign Skills Competency Grid in cooperation with European promoters from the educational policy field."

“Values in Action - Methods Exchange” aimed to promote innovative teaching methods which successfully activate youth and develop their key competences. 4 organizations took part in the project: Atalaya Foundation (Poland) - mainly focused around education and supporting youth and young adults (especially from foster care system) in their quest for designing and fulfilling their plans for self-development, Ljudska uniwerza Radovljica (Slovenia) - who carries out the programme Project Learning for Young Adults, intended for young dropouts, Látótér Foundation (Hungary) - who run a vocational school and carry out educational and cultural projects and events, and University of Porto (Portugal) - Faculty of Fine Arts, whose field of study operates and intervenes within multiple approaches to Landscape and Public Space, with strong social and relational concerns.VIAME also aimed to promote social entrepreneurship among young people, by allowing them to implement their own projects among others in social enterprises, with a view to meeting challenges and solving problems in their communities. 51 projects have been done - these unique projects were a direct effect of international trainings on which youth was defining their values, searching for common ones and preparing the projects. These projects show how values are implemented in action with the aim to solve problems in local communities.The main objectives of this project were: 1. Promoting methods used in improving personal development as a tool in helping youth gain competences needed both in the job market as well as in their everyday interactions with their community. a. developing interpersonal skills, communication skills, self-confidence, team building skills; b. encouraging transnational bonds between youth leaders. 2. Increasing the quality of working with youth through: a. dissemination of innovative teaching methods;b. strengthening and promoting collaboration between countries; c. facilitating the growth of trainers as well as youth leaders.3. Promoting social entrepreneurship among young people by allowing them to prepare and conduct their own projects focused on implementing values in action in their communities.4. Promoting the database which bring together methods of innovative and activating teaching. The project was based on 4 international trainings (each 6 days, ~16-20 people per training, 70 overall), during which a hosting country presented its innovative methodology by working with it on values:Poland: British Drama - method of self-development that engages on 3 levels: physical, emotional and intellectual aims to develop a wide range of skills. Horse Assisted Education which aims to deepen individual development, self–awareness and emotional and social skills, and help to achieve the change with the presence of the horses. Slovenia: PLYA program - In order to better adapt to demands of the disadvantaged youth they work with the program rooted in Transactional Analysis which has been proven to be highly effective. Hungary: The Seven-Step Configuration Analysis is an interpretation system developed for the understanding of the psychology of pictorial and visual expressions and different forms of art. Portugal: CCSA - enables youth to develop projects in site-specific, participative, community and educative, making connections, integrating and accompanying them throughout the process of work with the local public.As results of the projects we created a set of methods description, containing detailed picture of the methods, along with sample exercises and additional resources, training scenarios and materials for each method to be reused by others;Also, a merit publication is accessible in 5 languages, containing merit articles of how to work with methods in values, additional exercises, mobility experiences and youth leaders’ feedback.Furthermore, youth participants conducted their “Values in action” social projects to over 1300 people, that addressed most current social problems in their communities. Lastly, 245 persons took part in the 5 conferences and dissemination workshops. To disseminate project results we had over 164.000 page displays of the created methods database and over 56.000 reach in social media, informing about the project. 242 institutions were sent an email inviting them to visit the methods exchange database. Main impact on participants:- increasing knowledge and social competences in the field of innovative learning methods, - strengthen social entrepreneurship, self-confidence, sense of initiative and responsibility, - better understanding of other cultures, ways of working with youth- increasing and improvement of language skills.Long-term benefits included a new project done in cooperation of Atalaya and LUR for our youth with fewer opportunities. All organizations are using the methods in their work and new projects based on the VIAME experience are being created.