<< Background >>Consortium has identified following problems:P1/3. Consequently, young people leaving the schools or high studies too soon appear as school dropouts and this mechanism works even more when the economic system is unable to absorb the young labor force.However, early school leaving, even if it involves an individual responsibility,is related to dysfunctions in the school and the education system, which is unable to carry the young people sufficient levels of training, with the goal of opening access roads to employment:school failure appears as a consequence of the failure of the education system itself and requires a reflection on its organization and direction.P2. Low quality and efficacy of career guidance causes a low level of interest in choosing a type of schooling or studies by young people. While planning their education, young people take into consideration the information from media, Internet, and their peers. In effect, 20% of students are not satisfied with the chosen secondary school (CBOS 2011). According to researches conducted among lower secondary school students (KOWEZIU 2012) about 30% of them took into consideration: convenient setting of the school (good transport connections); opinions of their peers, families or teachers. And only 20% of school students based their decisions upon current situation on the labor market.P4.Lack of a complex tool for careers diagnosis. On a current market there is no system that would enable making a complex diagnosis in an easy and quick way without the necessity of using a set of different psychological tests. The aim is to create a diagnostic tool that would consist of 8 multidimensional layers, combined in a one, consistent system. Thanks to using career tree, which makes the questioning more individualized, the examination administered with the use of the system will be quick, and will ensure reliability and accuracy of the results, at the same time. The main target group of the project are secondary and vocational school students (with their parents) as well as post high educations youngsters having problems with decision about the professional career. The students/youngsters and adults will follow different paths of their examination consisting of questions tailored to their age and life situation. The decision about “branch” of the career tree to be followed will be made on the basis of the answers given to introductory questions. It means that the choice of further questions as well as their form will follow from the introductory examination.PARTNERS NEEDS-Offering high level career guidance to youth-Possessing modern tool for career guidance-Increasing the level and quality of offered courses and education materials-Cooperating with partners possessing great expertise in career guidance and developing on-line<< Objectives >>The main aim of the project is to raise the quality of the process aimed to define capacities, aptitudes and professional interests of secondary/VET/high/post-high (youngsters till 26years) students and adults, and conducting career guidance and career planning through creation of a modern (standardized on a representative group) modular system for analysis,diagnosis and education guidance of career that would support the work of career counselors.The main reason for this project to be implemented is to integrate in the educational sector the option for students to learn about different jobs and fields and to assess their skills and abilities in order to make an informed decision about their future career.The goal of the project is to make available in Norway, Poland, Greece and Italy a free, online tool that can be accessed by any student/young that has an Internetconnection and that can help to underline their strengths. This kind of assessment is rarely present in the partner countries educational system, so the usefulness of such a tool would probably have impact both in higher educational institutions and in the labour market. If students have an informed opinion starting from high school about their strengths, weaknesses and what standards have to be met for specific jobs, their decision about university should be easier to be made and after finishing their studies, it would be easier for them to get a job in the field they studied for. The main result of the project will be online tool - for high school and post-high schools students/youngsters until 26 years old (especially those having problems with decision aboutthe professional career) as well as vocational advisors, psychologists, HR staff which will help to diagnose the profile of candidate.The tool will consist of at least 8 modules which will be updated, adapted to new partner's countries and translated into national languages.Online tool - combined with project website will be main source of all project outcomes, as it will help with:- project dissemination,- exploitation of the project's results- building the cooperation with schoolsThe main aim of the project is to raise the quality of the process aimed to define capacities, aptitudes and professional interests of secondary/VET/high/post-high (youngsters till 26 years) students and adults, and conducting career guidance and career planning through creation of a a modern (standardized on a representative group) modular system for analysis, diagnosis and education guidance of career that would support the work of career counselors.The system will consist of min 8 modules:1)professional interests2)structure and values3)personal capacities,4)temperamental aptitudes,5)cognitive6)interpersonal7)business and enterprise skills,8)possessed qualifications<< Implementation >>Consorcium will implement activites listed below:IO1.Model of predispositions and leading competencies for professionsIO2.Modular system for diagnosis, analysis and education guidance of career - elements/layers of online toolIO3.Graphical and technical design of the toolIO4.Methodical guidebook for career counselorIO5.Practical manual for teachers and vocational advisors - usability of the tool4 Transnational project meetings C1.TRAIN THE TRAINER: Training for vocational advisors - usability of the toolE1.The multiplier event pursues two main OBJECTIVES:a. Present all outputs and encourage stakeholders to use them.b. Foster discussion and communication among VET and businesses and discuss new trends and approaches.With these aims, the event is addressed at the following stakeholders:a) VET teachers in public education system, vocational advisors, coachers,b) stakeholders: public authorities responsible for education systemc) possible indirect target group -teacher in general education, adult education or academic teachers, HR staffIndicative agenda:a) Welcomeb) Challenges of skills mismatches in Europec) Presentation of project outcomes and resultsd) Presentation of short term impact based on implementation of the tool in high schoolsAt least 2 months before the event will take place task leader + dissemination leader + Leader of the project define final agenda of the event as well as roles' division and presentationsfor the event. There will be official invitation prepared, published on partners' websites, project official website social medias as well as sent to all possible stakeholders and partners ofthe consortium members.<< Results >>• Number of the evaluation questionnaires completed by evaluators and target groups and the appreciation rate of the end-users who took part in the pilot testing,• Number of schools/VET centers/Training institutions participating the pilot testing,• Number of schools/VET centers/Training institutions participating in validation,• Number of people taking part in pilot testing of the system• Number of people taking part in validation,• Number of institutions directly or indirectly involved in the project by the end of the project periodQualitative• Increase involvement of schools/VET centers/Training institutions in offering high level career guidance services, in the process of improvement of methods of career guidance.• Increase the readiness of schools/VET Centers/Training institutions having in their offer career guidance, to include new technologies, systems into process of career guidance.The long term indicators: Quantitative• number of institutions who declare the exploitation of the system on the daily basis,• number of psychologists, career counselors who declare the exploitation of the system on the daily basis,• number of training organizations/schools/universities/labor offices/ companies who declare that the system would help them to enrich their guidance,• number of local/regional/national organizations involved during or after the project completion as the result of their interest in the project and its results,• number of people/organizations/schools/universities/training institutions/VET Centers involved in the dissemination events organized during or after the project completion.Qualitative• Increase of satisfaction of people using the system, concerning career guidance and education support given with the help of the tool;• Increase of knowledge of people using the system (psychologists, career counselors) concerning difficulties that young people are facing while entering the labor market;• Increase the readiness of universities/secondary schools/labour offices/career guidance companies/training institutions/VET Centers, to include new technologies into process ofcareer guidance;• Increase of the awareness of necessity to improve career guidance services among institutions that have in their offer such activities.Actions which will be taken to measure the indicatorsDuring each activities undertaken during the implementation of the project, partners will gather all information, which can be used to measure quantitative indicators e.g: number ofpeople/institutions taking part in testing process, number of institutions that will be informed about project activities and show their interest in project, number of different sorts of reportsprepared during the project etc. During the testing of the system, all institutions/people taking part in it, will also fill some questionnaires with qualitative questions about their opinionabout the system (its usefulness in the future, and didactic potential), about their readiness to use it/ including it in their training offer etc. This will allow to measure qualitativeindicators.Some representatives of target groups will be questioned on their level of skill, knowledge, experiences, expectations both at the beginning and towards the end of the project. Allindicators will be measured on regular basis, so that to make sure that all planned results are achieved in proper way.

Companies with a social impact take advantage of the growing awareness of society toward social and environmental problems, transforming these challenges into enormous business opportunities. From a broader point of view, the business reason should be related to the great social and environmental challenges. Entrepreneurs are the engine of economic growth in Europe. It is a well-known fact that SMEs are the most important form of business organization in Europe, representing 99.8% of all enterprises. What is much less known is the growing importance of co-working spaces, which have become a common working place for free-lancers and young entrepreneurs, with more than 14.000 operators around the world. Coworking is a multi-dimensional booming industry and a strengthening cultural movement re-modelling the very notion of what workplace is, dedicated to providing support to those entrepreneurs who wish to go beyond the traditional schemes. However, several needs are usually identified by coworking spaces, coworkers and entrepreneurs, among which the need to improve the level of social interaction in the coworking space to increase the social impact of their activitiesThe main objective of COWLECTIVE is to address the training needs of entrepreneurs in coworking spaces in key transversal skills based on new updated research, and strengthen their business activities in terms of social and environmental impact. COWLECTIVE is a EU partnership designed to develop core and innovative learning methods that best encourage success in business activities, answering the need for education and training thanks to an innovative proposal based on participation and ICTs.The main target of COWLECTIVE are entrepreneurs in a coworking context, as well as future and wanna-be entrepreneurs in VET and C-VET contexts. They are mostly aged 25-40 entrepreneurs with high creative and technological profile, but need to upskill their soft skills to increase the social impact of their projects. Other target are all organisations that provide VET and C-VET training as well as services of support to entrepreneurs (i.e. co-working spaces, schools, entrepreneurs associations, chambers, incubators; local or regional institutions), as stakeholders. For them, COWLECTIVE will answer the need of educational resources to better provide their supporting services. COWLECTIVE proposal arise from a European partnership made of 5 EU organisations from Denmark, Poland, Spain, Italy and Greece, under the leadership of COWORKING+. Together, they will implement a series of activities and expected outputs, among which: -a Mobile report about social and environmental entrepreneurs’ skills demand according to representatives from the sector, entrepreneurs, trainers, and assessors. -a COWLECTIVE training package on the main skills needed by entrepreneurs to rise the social and environmental positive impact of their companies. This training will be developed on an online platform which will include social modules for a higher degree of collaboration and interaction. -a COWLECTIVE learning method for social impact, including recommendations on the training package, collective learning tools and network. COWLECTIVE will rely on a methodology of interaction and participation of the target groups, involving representatives of the target groups since the very beginning of the project and the development of a mobile report on skills need. COWLECTIVE will bring together the entrepreneurs with supporting stakeholders to create a wide community, sharing together good practices, business ideas and pitches, support for understanding the societal main challenges, customers’ expectations, potential impact, among others.As a result, COWLECTIVE expect to increase the level of education services provided by coworking and similar collaborative working spaces, as well as the skills of entrepreneurs oriented toward the development of companies with a significant positive social and environmental impact. COWLECTIVE expect to reach at least 500 entrepreneurs during the project life. At long term, it expects to rise the local, regional and European growth thanks to a strong network of micro and small companies implementing sustainable activities, thus contributing to territorial smart growth.

<< Background >>STAND UP is a project focused on the fight against cyberbullying in VET, especially in IVET and middle VET. Although the European Union is currently very focused on the fight against cyberbullying, there are still important gaps; for example, the list of national agencies to contact in case of being a victim of cyberbullying, which is available in the COE, only includes half of the countries present in this proposal (IE and GRE). In addition, cyberbullying is usually focused and studied only in primary and compulsory secondary education; most of the available studies and materials are focused on students under sixteen years old corresponding to compulsory education, as is the case of Save the Children or Unicef studies. However, VET students, who are usually positioned between 16-24 years old, are not normally the subject of such studies, although if we look at the percentages of the 2017 Unicef study it is clear that bullying goes up as age goes up (there were 14% of participants victims of cyberbullying under 14 years old, and 15% under 16), from which it can be derived that students between 16 and 20 years old still need tools to help them in this area. And even more importantly, teachers, trainers and workers in VET centers who are in contact with these students need tools to know how to manage cyberbullying crises. There are some articles on the subject ( for instance, from the UOC), but they are not current and in many cases do not address the specific problems of EU countries, thus not providing customized solutions for the EU.In this context, the need that STAND UP seeks to fill is that lack of training given explicitly to VET teachers, as well as content designed for VET students. Not only that, it also seeks to give a tool that provides support to teachers, who in many cases have already denounced the danger they see in cyberbullying, and how it is increasing due to the widespread use of cell phones among adolescents and young people. At the same time, the aim is to provide a tool to help students who suffer from cyberbullying, through a mobile application that allows quick access to regional or national contact information, and that provides tools to raise awareness among students about the importance of the fight against cyberbullying. In this way, the most familiar tool for students (the cell phone) will be used as a contact method to solve the needs seen by this proposal.Finally, it should be noted that due to the COVID-19 health crisis in many cases students have had to confine themselves and work from home, having the Internet as the only method of contact with their classmates; this has also led to a higher percentage of students suffering cyberbullying (some studies place cyberbullying ratios 70% higher than before COVID). This need underscores the need for teachers to receive specific training to help them.<< Objectives >>The STAND UP project seeks to achieve the following objectives:- To provide VET teachers, educators, and professionals, especially in IVET and middle VET, with tools that will enable them to understand the process of cyberbullying, recognize signs in the classroom of possible victims, and understand how they can collaborate in their fight against it.- Give VET educators tools that will enable them to provide their students with the knowledge they need to understand cyberbullying and its consequences.- Provide educators with tools and skills to assist their students in case of risk of cyberbullying, or if they know of a case of cyberbullying, to know how to deal with the situation.- Create tools that support social inclusion inside and outside the classroom and encourage the creation of a positive school environment in VET classrooms, using teachers, trainers and VET professionals as a channel for change and improvement.- Support the use of an innovative and digital approach to support pedagogical change in VET.- Provide trainers and students with tools to respond to cyberbullying, now that COVID-19 has led to an increase in cases- Support the continuing education of VET educators.- Promote the creation of VET classes in which tolerance and a positive work environment are ensured, both among the students themselves and between students and faculty.<< Implementation >>STAND UP will carry out a series of activities to meet the anticipated needs and achieve the objectives. To begin with, the project will carry out extensive dissemination of the project results to ensure that the target audience is reached. The project will use Facebook and Instagram as the main methods of dissemination, creating content of interest to both target groups in both cases, but focusing on reaching VET students through Instagram; the project profile will become an anti-cyberbullying information area for its followers, providing VET students with engaging and necessary content to understand how to fight cyberbullying.At the same time, the project will carry out its three main outcomes:- Creation of a training specifically designed for VET trainers on how to detect and fight cyberbullying in the classroom, with content specifically designed for potential confinement situations and online education. The teacher training will be supported by practical content that helps teachers understand how to act in each potential situation, and how to promote a trusting classroom environment that helps potential victims of cyberbullying to come forward and seek help.- Creation of training designed specifically for students, in the form of visual and clear content to encourage students to pay attention and understand the information contained. The training will provide the student with information on how to act in the event of cyberbullying, as well as behavioral tools for those students who believe they are witnessing cyberbullying. The content of this training will be summarized in visual posters that will be shared on the project's Instagram, to bring such content closer to the students. - Creation of a mobile application in which both the training content for teachers and the content for VET students will be available. The mobile application will also contain a database with contacts at regional, national and European level, a repository of useful resources available in the European Union (such as complementary applications, articles, reports...), and lists of factors that may denote a case of cyberbullying, to serve as a behavioral map in case of doubts of cyberbullying in the classroom.On the other hand, the project will carry out a multiplier event in each country, to ensure the dissemination of the results not only among the direct target groups, but also other sectors of interest, such as educational centers, training centers, language schools, relevant authorities, etc.<< Results >>The STAND UP consortium seeks with this project a series of results, mostly directly related to the fight against cyberbullying, but also focused on vocational training. On the one hand, STAND UP seeks to reduce cases of cyberbullying in VET education, through specific training that helps teachers and students to identify such cases, delimiting them and seeking solutions that help the victim to overcome the harassment suffered. In this sense, the expected result of the project is a clear knowledge about ways to act in case of cyberbullying in the classroom, and also ways of identification.In addition, STAND UP seeks as a result to provide users of its mobile application with the contact details of those regional, national and European agencies focused on helping victims of cyberbullying. Often, students who experience cyberbullying are not able to find such agencies, whereas it is natural for them to use a mobile application; by creating STAND UP's app, it will make it easier for them to access such content, promoting contact between young people and the agencies that seek to help them.It also seeks to result in the conversion of VET students into advocates in the fight against cyberbullying; the use of Instagram to reach the target audience hopes to result in aware users who not only help end cyberbullying cases, but also promote an anti-cyberbullying policy in their groups of friends.On the other hand, STAND UP will result in training content explicitly designed for VET teachers. The aim is to increase the transversal competencies and soft skills of VET trainers, giving them new areas of training that will be innovative in relation to the content currently available.Also in terms of innovation, STAND UP will seek as a result to mitigate the negative consequences that COVID-19 has had in relation to cyberbullying. Cases of cyberbullying have skyrocketed during times of confinement, making even more necessary tools that are specific to fight this type of bullying, and STAND UP seeks to solve that problem.The tangible products of the project (training content for VET teachers, training content for VET students, mobile application, project website and project social networks) will be focused at all times on achieving the aforementioned results.

"<< Objectives >>Green skills in the area of sustainable development are the capacities this project seeks to build for six European municipalities and thus enable them to more efficiently cope with the local challenges related to sustainable development. This is only a starting point in the provision of a sustainable VET program that will offer qualifications certificated on national and international level.<< Implementation >>To achieve the objectives, the project will design and deliver a training program ""Green skills for sustainable development of municipalities"", will create an accompanying game ""Green-ability"" and and a basic green skills online course, and will use them to build the capacities of the municipal employees, and will enable their transfer to other stakeholders. To ensure longevity of the results, the project will initiate national and international certification of qualifications<< Results >>The project will produce a training program in green skills for municipal sustainable development, a supporting tools (game and online course), a group of 48 trained municipal employees, 18 case studies leading to solutions, a net of more than 1000 municipal workers trained in green skills and sustainable development, certified VET programs, and in the long run the project will create a large body of public servants trained to solving challenges to sustainable development."

<< Objectives >>The program aims to foster the rights of individuals of older age (under skilled, living in remote areas, phasing mobility difficulties, migrants) to access information and lifelong learning and enjoy the right of participation in everyday society as independent citizens, through digitally active ageing. This is facilitated with the use of libraries networks, as their role is changing to a digital information and services hub, due to the accelerated digital transformation of the post COVID era.<< Implementation >>Library staff, and adult educators (formal or non-formal) will take part in training, to support them in providing online e-courses to senior learners in their areas. Through these courses, older people will be empowered to make full use of the fantastic range of library services available online and receive the full benefit of inclusion. In addition, senior learners will become confident to independently use a range of digital public and commercial services.<< Results >>DSSI aims to develop an open platform for a curriculum of free online training on how to use the internet and access digital library and public services for remote users of an older age, that are digitally under skilled and feel left out. It will also develop a complete an Educator’s Tool kit. A Road Map for additional organizations related to adult education that may desire to set up the DSSI training and support program, even as a face to face help centre.