"ContextThe fragility of young people in the labor market and the increasing instability of the transition from education are globally recognized by OECD and the International Labour Organization. The mismatch between the skills of young people entering the labor market and the skills sought and valued by employers poses additional challenge to the transition of young people to work and consequent emancipation and independence. Besides the need for matching skills identified by the EC as New Skills for New Jobs initiative, studies such as Bennett (2002) and Ferguson (2010) show the importance of shared understanding about the skills sought by employers, so that educational institutions can adapt their curricula and the young job applicants can prepare themselves in the best way. The McKinsey report ""Education to Employment: Getting Europe's Youth Into Work-The road with many barriers"", 2014 highlights that one of the reasons for the mismatch is the lack of or poor communication between education institutions and employers. Thus emerges a clear need for better dialogue not only between educational institutions and employers, but rather a dialogue involving all stakeholders, from the young people, communities and local authorities to the government. Project aimsBEGIN is an European social innovation project that aims to develop a comprehensive programme that will boost HE students soft skills and, at the same time, contribute do diminish the gap between skills in demand in the labor market and the skills offered by HE courses, by promoting a programme of career exploration activities and an initiative to engage into systematic and permanent dialogue HE institutions, employers and all relevant stakeholders: HE students, community, local/regional authorities and other organisations across EU.Target groupsThe target groups addressed by the project represent the main labor market actors that can contribute towards reducing unemployment among young graduates:- HE Students from universities’ faculties/courses with lower levels of employability- HE Teachers and other academic staff- HE Stakeholders: companies, social economy organizations, local/regional/national authorities, students’ associations/representatives, previous students from the involved HEIs and EU organizationsExpected outcomesThe project will result in three complementary intellectual outputs - BEGIN Toolbox for career exploration activities – partner will implement various career exploration activities and document the experience of students, employers and academic staff during the planning, execution and follow-up. The Toolbox will serve as a know-how and inspiration tool to other HEIs, proving guidelines based on real experience of partner universities.- BEGIN Practical methodology for joint Business-Education Initiatives - a comprehensive tool equipping successful professionals with a step by step mentoring plan and guidelines on how to effectively pass their knowledge to their mentees and develop the skills they would like their future employees to have. - BEGIN training course for Soft Skills & Personal Development - open e-learning training material that will boost HEI’s staff qualification and thus serve as tool for boosting students’ soft skills, demanded by both contemporary and future labor market. It will aid universities to adopt a proactive approach towards preparation of students by teaching them not only soft skills demanded by the nowadays market, but also by future labor market, such as cognitive load management; virtual collaboration; social intelligence; novel and adaptive thinking; cross-cultural competences, etc. The three outputs of BEGIN form a comprehensive programme triangle that addresses each of the main labor market stakeholders: HE students, academic staff and employers. Thus an integrated set of knowledge resources and practical tools is formed that contributes to the permanent engagement between the 3 target groups and boosts HE students’ soft skills portfolio, so as to promote better integration of HE graduates in labor market, reduce youth unemployment and shrink the gap between skills offered and skills needed on the present and future labor market."

"Keep Your Business Going!Everything we do involves risk. Being able to manage risks is a life or death criterion for every enterprise. Small and medium-sized enterprises (SMEs) require a practical approach for acquiring necessary knowledge in the area of risk management and for applying this knowledge in a cost-effective way as directly and quickly as possible.It is to this end that the CASSANDR approach has been developed. It offers professional support to fundamentally improve the resilience of SMEs against risks and threats. The CASSANDRA approach includes a ‘Quick Check Tool’, a ‘Guide’ and an ‘Online Course’ on business resilience. These 3 products are available free online and are simply structured, practical, intelligibly written and tailored to the specific needs of SMEs.All the CASSANDRA products are available here in English, German, Italian, Greek and Czech: www.cassandra-resilience.eu.The CASSANDRA approach was created by the CASSANDRA strategic partnership comprised of 6 project partners: emcra GmbH (Germany, lead partner), Tournis Consulting (Greece), the Cyprus Project Management Society, T-SOFT (Czech Republic), the Regional Association of Craftmanship of the Italian region of South Tyrol (Landesverbands der Handwerker Bozen) and the German Institute of Business Consulting, Business Development and Business Research (IBWF). The partnership has a balanced mix of partners who are competent in business resilience and/or who represent the users (SMEs) and/or who are experienced in education and IT products. Without considering their roles in the project, they all share the common vision of making business resilience disciplines known, accessible and affordable for virtually all SMEs in the business services sector across Europe.What is business resilience and why is it necessary?Business resilience is an overarching term for 3 disciplines formalised by international standards: risk management (ISO 31000), business continuity (ISO 22301) and information security (ISO/IEC 27001). Business Resilience can be defined as the ability to absorb the impact of an interruption, disruption or loss to business and continue to provide an acceptable level of service. This ability is not obtained by chance, rather it is the observable result of proactive planning. Unfortunately, SMEs - and especially micro-sized enterprises - suffer from a lack of awareness, skills and knowledge about these disciplines and their staff have very little time to invest in reading complex guidelines or completing long training courses! Despite this, business resilience is fundamental to the survival of any enterprise. In Europe, only 44% of all enterprises survive more than five years according to Eurostat business demographic statistics. A ""lack of planning"" has been identified as one of the top reasons for business failure.How are risk management and business continuity related?‘Risks' are probabilities of events that may have specific impacts which, if realised, could severely or lethally damage the capability of SMEs to operate, provide their services and products to their clients or protect the interests of their stakeholders. Identifying, understanding and dealing with these risks by deploying appropriate measures and thereby minimising the probability or impact of them occurring is called ‘risk management’. However, deploying specific measures to mitigate risks may not always prevent negative incidents. In such a case, SMEs need a strong ‘Business Continuity Plan’; a plan which details how they would respond to and manage a risk or threat if it were to become a reality. Only 30% of small and medium-sized enterprises have such plan in place.Through its ‘Quick Check Tool’, ‘Guide’ and ‘Online Course’, the CASSANDRA approach has helped SME managers, executives and other employees to raise the business resilience of their companies during this project's implementation. More than 100 people have already tested the beta versions of the 3 CASSANDRA outputs. The ‘Guide’ and ‘Online Course’ have been praised for their clarity, thoroughness, practicality and usefulness; the ‘Quick Check Tool’ for its user-friendliness.Following the project's completion, the CASSANDRA approach will be promoted and disseminated to about 50,000 SME managers, executives and other employees from the business services sector in Europe. Once these individuals have become knowledgeable, skilled and competent with regards to business resilience, they will be able to develop and deploy new or improved risk management strategies and continuity plans for their enterprises. The long-term benefits for these enterprises include the avoidance of identified risks, or if this is not the case, a reduction in their probability and/or impact, meaning that SMEs will be better prepared to face crises and disruptions. Once these SMEs have become more resilient to incidents and disruptions, they will be more sustainable and competitive."

In the Vocational Education and Training and Adult education sectors, initiatives supporting the Europeanisation and internationalisation of the stakeholders remain rare. In 2009, the European Commission envisioned education and training systems and institutions to become “more European and international” (COM(2009) 329 final). The Erasmus+ programme 2014-2020 sustains this vision through the support to projects whose goals are to “increase the capacity and professionalism of education and training institutions to work at EU/international level, and to improve the management competences and internationalisation strategies”.In this context, the project “Europeanisation” has been initiated to create an online self-assessment tool that helps education and training organisations “find out how well prepared they are for working internationally”. This tool is freely available here: www.europeanisation.eu. This tool has for objective to help educational organisations identify and remove the obstacles preventing their institutions from successful work at the EU/international level. We indeed observed in the past that educational organisations were often unable to gauge their fitness or “institutional readiness” to work at this level. In the absence of evaluation tools, many organisations overestimated and some underestimated their organisational capacities. The tool is therefore an eye-opener. Managers and other teaching and non-teaching staff members can freely and confidentially assess their organisation with regards to 7 capacity areas: (1) Mission, Vision, Culture, (2) Strategy and Management, (3) Human Resources, (4) Project Management, (5) Financial Capacity, (6) External Communication, (7) European Dimension. In these 7 capacity areas, the user navigates through 42 issues within which s/he discovers 4 situation descriptions per issue and is invited to select the description which reflects the best his/her organisation. Depending on the answers, the user finally gets an assessment report describing the readiness of the organisation to work at the EU/international level. The assessment report includes concrete recommendations of actions in the short- and long-term. Some “success stories” of internationalised organisations and tips from practitioners complete the tool. In the academic and practitioner fields, this kind of tool is usually called “Organisational Capacity Assessment Tool” (OCAT). This tool is the first European OCAT specifically targeting education institutions with the goal to assess their international capacity. The approach of the tool is not to create a hierarchy between organisations. Users do not have to reach the top level to be successful at the EU/international level. The approach is to encourage an internal improvement process for all users, precisely in the organisational capacities considered more decisive in their internationalisation process. Consequently, the tool not only is a diagnosis tool but also a learning tool. It has for overall objective to contribute to the organisational development of the education institutions using it.The tool has been elaborated for the VET and Adult education sectors. But the other education sectors can benefit from it. The tool is equally valid to organisations having no international experience and to the ones already implementing European/international activities. It can for example help applicants for Erasmus+ KA1 mobility projects in their preparation of “Internationalisation Strategies” as well as KA2 applicants in preparation of their Strategic Partnerships. But the tool is also perfectly applicable outside the context of Erasmus+ as a tutor for Europeanisation/Internationalisation. The tool is totally free of charge, compatible with any device including smartphones and tablets, and available in English, Bulgarian, Croatian, German, Greek and Hungarian. The first users of the tool have reported that the tool is “forward-looking” and “inspiring”. The impact created is that the tool “makes you think of topics you take for granted”, is “a productive way to think about their institutions” and is “useful to improve European strategies”. The expected long-term benefit for these organisations is to make their Europeanisation/internationalisation strategies more efficient and more durable, and consequently raise their overall performance.The tool has been developed by a European partnership of 7 organisations of various educational sectors and with expertise in Europeanisation strategies or organisational development: emcra GmbH (Germany, Lead Partner), the EU-Fundraising Association (Germany), the European Center for Quality (Bulgaria), the Institute for Postgraduate Studies at the University for National and World Economy (Bulgaria), the Cyprus Project Management Society (Cyprus), the Chamber of Commerce and Industry of the Csongrád County (Hungary) and the German Association-Organisation of the Danube Swabians (Croatia).

<< Background >>The EpilepsyPOWER project represents a unique opportunity for the Partners to converge the singular efforts to significantly approach and improve the workplace inclusion chances of people affected by one of the most diffused neurological disorders, i.e. epilepsy. Epilepsy is a chronic neurological disease that affects 0.4-1 per 100 people worldwide. The number of adolescents, students and working-age adults with active epilepsy in Europe is estimated in 3 million of people (Forsgren et al., 2015). Epilepsy is characterized by recurrent seizures, which are brief episodes of cognitive impairment or involuntary movements of a part of the body or the entire body and are sometimes accompanied by loss of consciousness and control of bladder. Since seizures manifest often unpredictably and do not remain hidden in the social context, epilepsy is a disruptive condition associated with great barriers and low social acceptability that strongly interferes with employability. Half of the PwE report feeling stigmatized, have a salary equal to the half of those of healthy people and and often have greater difficulty keeping their jobs. Consequently, they have higher rates of unemployment, underemployment or bad utilization. In addition, PwE often have great difficulty keeping their jobs. Half of PwE workers do not reveal their condition to potential employers when applying for jobs. Many employers refuse to hire workers with epilepsy because they mistakenly believe that they are more susceptible to work-related injuries and absenteeism from work. Job restrictions imposed on PwE are mostly unfair and based on prejudices and stereotypes. These factors could be successfully overcome through an improvement of education of adult people involved in the higher education institutions (HEI) and job market. At the same time, a deeper education of PwE on epilepsy-specific medical risks linked to the job environment could lead them to a more informed and accurate choice of the most suitable job for the own medical condition. The present partnership represents a strategic cooperation among all the main actors required to face these issues, including medicine and business/management Universities, patients’ associations, chambers of commerce, scientific neurological societies and departments of prevention on workplace of the highest national regulatory institutions. Through the project Partners will achieve their main objective to improve and widen the services they provide to their usual end-users. Luiss, Campus-Bio-Medico and Grenoble Universities will improve their formative offers through specific learning modules on disability management and epilepsy, for both higher education students and MBA/executive managers. The epilepsy patients association (Epilepsy Alliance Europe, EAE) will promote good practices concerning one of the main determinants of the life quality of patients themselves. The Chamber of Commerce of Vratsa and Emcra consulting company will promote the recruitment opportunities of PwE in their associated companies and networks. Throughout the project Partners will reach their third mission needs promoting the inclusion of a numerous group of marginalized people, widening the educational offer of their usual customers. EpilepsyPOWER project will represent an extraordinary opportunity to dramatically elevate the dimension of the ethic of work of Partners and target groups. The proposed multidisciplinary approach (patients, physicians, professors, researchers, managers, lawmakers, etc.) related to the issue of workplace inclusion of disadvantaged people will help Partners to spread through their learning contents an innovative and more sustainable way of workplace inclusion. EpilepsyPOWER project would be a great opportunity for PwE to try leaving the comfort zone of silencing own needs and at the some time stimulating an improvement of the ethic of care and human dignity of present and future managers/responsibles inside the organizations.<< Objectives >>The ambitious objectives of EpilepsyPOWER project aim at improving PwE opportunities of inclusion in job market. In 2000 the European Union issued Directive 2000/78/EC27 which adopted a general framework for equal treatment in employment and working conditions, including, among others, disabled people. In 2010, the EU ratified the UN Convention on the Rights of Persons with Disabilities, ratified by many members, which contains article 27 on the right to work for people with disabilities. The European Disability Strategy 2010-2020 has made progress in some areas, especially that of accessibility, but there are still strong disadvantages in areas such as the unemployment rate of specific groups, such as that of people with epilepsy (PwE). Half of the PwE report feeling stigmatized and marginalized. According to community-based studies, PwE have an unemployment rate of about 46% and this rate raises to 77% when neurological or psychiatric handicaps are also present and underemployment. In addition, PwE have a salary equal to the half of those of healthy people (18k vs 32k dollars). The practical repercussions will be proportioned to the number of European PwE and High education institutions’s staff and end-users (professors, university staff, placement officers, students, entrepreneurs/managers attending MBA/Executive courses, adult people employed in organizations, recruiters, HR experts and recruitment agencies reached by the project). This 5 countries project will assure the right international involvement and its translation in 5 languages together with a capillary diffusion. Furthermore, a transnational project will necessarily receive the different legislative, cultural and behavioral regional influences, thus guaranteeing the expression of the different European regional pluralities. The transnational approach of the EpilepsyPOWER will also guarantee a plurality of learning methodologies to better fit the different needs of European stakeholders in the field of epilepsy. The project aims at improving PwE opportunities of inclusion in job market. It will be pursued by an innovative e-learning platform providing two learning paths, one per target group: 1. PwE; 2. High education institutions’s (HEI) staff and end-users: professors, university staff, placement officers, students, entrepreneurs/managers attending MBA/Executive courses, adult people employed in organizations, recruiters, HR experts and recruitment agencies. PwE will improve their competence on epilepsy-specific medical risks linked to the job environment and on strategies to approach the job market receiving: -Training to approach the job market; -Medical advises to search for a job environment suitable for the individual medical risk; -Medical advises to reducing the risk of epilepsy exacerbation at work; -Training to improve their interactions with co-workers; -Training on how to interact during a job interview and to increase self-esteem;-Focusing on support services research for PwE.HEI’s staff and end-users (professors, university staff, placement officers, students, entrepreneurs/managers attending MBA/Executive courses, adult people employed in organizations, recruiters, HR experts and recruitment agencies) will improve their competence on medical aspects on epilepsy and PwE’s needs in the workplace learning how: -Improving learning curricula and services on epilepsy. -Promoting epilepsy awareness in organizations and a safe job environment. -Improving employment support and work engagement by positive approaches on disabilities. -Creating specific learning initiatives by lectures, tutorials, case-oriented events, interactive group works, house organs, students’ journals, and interviews. -Improving the corporate ethic for inclusion by operating an innovative and radical shift of the organizational culture. -Promoting new joint research activities and knowledge sharing between HEIs.<< Implementation >>In the initial and planning phase of the project, Partners have appointed a lead partner for each project Macro-Activity (MA) and Project Result (PR). Distribution of tasks and responsibilities described below, has been based on the partners’ profiles, competences, areas of expertise and experience.Project MAs:MA01 Project Management and Coordination (M1-M36): Luiss as the applicant institution with its broad experience in coordinating and implementing various EU funded projects will be responsible for the overall management of the Project.MA02 Dissemination and Exploitation (M1- M36): the Chamber of Commerce and Industry of Vratsa will be responsible for this Activity with a very strong collaboration with Luiss and all Partners. Each Partner will have the task to disseminate the EpilepsyPOWER PRs to a wide audience as possible to reach higher visibility and bigger impact. MA03 Quality and Risk Management (M1-M36): Emcra GmbH - a training and consulting company focusing on introduction and application of quality management systems, will handle EpilepsyPOWER Quality Management.MA04 Development, testing and adaptation of Project Results (M2- M36): Luiss will be responsible for this activity with a very strong collaboration with all Partners. The Project Results contributing to achieve the project goals will be:PR01 Operational framework and learning methodology (Months M2- M9): Lead Partner Campus Bio-Medico.PR02 Integrated online platform for digital integrated learning, multilevel cooperation and resources sharing (Months M4-M36): Lead Partner Emcra GmbH.PR03 Collaborative labs for best practices (Months M15-M25): Lead Partner Luiss.PR04 Learning contents and classroom guidelines (Months M9-M34): Lead Partner Luiss.PR05 Assessment online tool and epilepsy label: (Months M24-M36): Lead Partner Campus Bio-Medico.Although each project management transversal activity and PR have been assigned to a lead organization, the consortium will follow the principle of relatively equal involvement of Partners in all activities. Lead Partners will coordinate implementation of corresponding project activities, while the other partners will contribute to them. At the very beginning of the project, all partners will get acquainted with the Grant Agreement as well as the administrative and financial rules of the Erasmus+ Programme. At the first project meeting, there will be a special session aimed at presenting and discussing all organizational matters that the consortium shall abide by, as well as clearing the internal reporting process, in order to guarantee that each partner is completely aware and understands the rules of the partnership. The coordinator will prepare and present to all partners the schedule for the internal progress reports that will be expected of them. Luiss University (in its role of project coordinator) will collect all reporting documents and will record the carried out activities every 6 months. This will provide the basis for a quick identification of potential problems about activities, reporting or other aspects of EpilepsyPOWER implementation. Early identification of potential problems and their subsequent prevention will ensure the timely and smoothly implementation of all project activities within budget. The progress reports will help to keep track on the development of the project implementation as well as status of activities. Thus, each consortium member will be aware of what has been carried out and what shall be done next. In addition, the collection of reporting documents every 6 months will facilitate a professional and accurate reporting process to allow the possibility to reach the best quality of the results. When it is time for preparation of interim and final reports to be submitted to the National Agency, the coordinator will already have the necessary documentation provided by each partner, which will guarantee the timely reporting of activities and the transparency of supported costs.<< Results >>During its lifecycle EpilepsyPOWER project will deliver the following results: - PR01: Operational framework and learning methodology; - PR02: Integrated online platform for digital integrated learning, multilevel cooperation and resources sharing (months M4-M36); - PR03: Collaborative labs for best practices (months M15-M25); - PR04: Learning contents and classroom guidelines (months M9-M34); - PR05: Assessment online tool and epilepsy label (months M24-M36). Through these PRs, EpilepsyPOWER project aims at improving people with epilepsy (PwE) opportunities of inclusion in job market by increasing the knowledge and awareness on epilepsy and PwE’s needs in the work environment among HEI’s staff and end-users and improving the disease-specific knowledge and job market approach strategies of PwE. An operational framework and learning methodology will be carried out according to 2 learning paths (curricula), one per target group, to improve specific and transversal skills. Partners will implement an integrated online platform for digital learning, multilevel cooperation, resources sharing and collaborative labs to produce best practices. For target group 1 (PwE), the learning modules will improve their knowledge on the medical advice to interact with the workplace correctly and safely and will provide technical training to better face with job searching, interviews and placement. For example, avoiding jobs with nocturnal shifts which may exacerbate epilepsy, the best strategies to come out with co-workers and employers to teach them how to intervene in an emergency to reduce the probability of injuries on workplace, etc. These contents will include also multimedia tutorials correctly adapted and customized on the specific needs that will be indicated from PwE associations, scientific neurological societies and companies to host adult workers with epilepsy. For target group 2 (HEI’s staff and end-users: professors, university staff, placement officers, students, entrepreneurs/managers attending MBA/Executive courses, adult people employed in organizations, recruiters, HR experts and recruitment agencies), the learning modules will increase the general knowledge on epilepsy with a particular focus on medical aspects and their social impacts in the workplace to remove false beliefs, prejudices and stereotypes on epilepsy. They will illustrate best practices to facilitate a safe, friendly and productive integration of PwE in the workplace. The two learning paths will be composed by 14 modules in total and will be adapted to the specificness of Partners countries. The learning process will take advantage of a rewarding process leading to an “epilepsy-friendly” certification. A multiple-choice test will be administered at the end of each learning path to evaluate the acquired knowledge. Participants that will successfully conclude the test will be able to download and print one Certificate of Achievement for each learning path. Organizations will obtain the EpilepsyPOWER label.

In the context of high youth unemployment rate in EU, VET with a strong WBL component is a mean of enhancing the employment opportunities of youth. It is estimated that the demand for work-based trainers and educators will still continue to increase, and yet there is no single qualification that brings together the range of skills that these professionals need. Significantly, many occupationally and technically competent staff members are also being asked to support learning in the workplace, as tutors or trainers, and as mentors to apprentices, but not all are being supported in developing their personal skills to allow them to do this effectively. WBL-PRO aimed to create, pilot and mainstream a new job profile for the WBL Professional in a transparency approach, i.e. through the application of EQF and ECVET, detailing the specific knowledge, skills, responsibility and autonomy necessary to promote, guide, assist, facilitate and assess effective WBL experiences. The EU WBL Professionals are endowed with an online platform for training purposes offering: a sound understanding of theoretical perspectives which underpin WBL and offer justification for its place in the curriculum; a skill base which will allow them to deploy a range of facilitation, learning and assessing methodologies when supporting students, assuring quality in WBL delivery and facilitating the recognition of learning outcomes; and a content-based toolbox, meant as a repository of relevant best practices and tools collected from sharing and mutual learning activities among the countries involved. WBL-PROFESSIONAL.EU is a One Stop Virtual Space for WBL Services– an innovative online platform with open educational resources. All the Intellectual Outputs of the project are uploaded and implemented on and via the platform - Intellectual Outputs: WBL Pathways Research and Analysis Report (O1), WBL Professional Job Profiles (O2), WBL Professional Qualification Manual (O3), WBL-PRO Toolkit (O5), WBL Professionals Peer Network and Top 12 Empower Talk Movies Panel (O6). WBL Professionals can enhance the employability perspectives of young adults by: facilitating learning at work, linking learning, teaching and assessing in VET and CET and work-based learning; assessing the learning of work-based students in a view of recognising learning outcomes and assuring quality control and assurance of WBL programmes. The project goals were in compliance with the program priorities for innovating and increasing the quality and range of VET, including the production and adoption of OERs in diverse European languages.The project team included 10 organizations from 6 European countries: CIAPE, USRV and SCALIGERA (Italy), ANESPO and ISQ (PT), EMCRA and VHS im Lkrs. Cham (DE), BFE (Bulgaria), UEM (ES) and Biedriba Eurofortis (Latvia). The partners possess outstanding expertise and experience and the synergy of their professionalism, pro-activeness and commitment to high quality performance, teamwork in the spirit of cooperation, mutual respect and support was the solid basis for the successful implementation of the project idea.The activities included: management, coordination and monitoring activities; activities dedicated to the production of the Intellectual Outputs and achieving the set objectives and outcomes and activities for dissemination, exploitation and provision of sustainability.The envisaged impact for the first main target group - the young adults is their better employability. The impact for the second target group - tutors, trainers, assessors and those who design, develop, facilitate, support, deliver and assess learning at work is that they are able to improve the quality and widen the scope of the services they offer and thus improve their managerial skills and enhance their pro-activeness and sense of initiative.The whole society including the stakeholders, employers, representatives from VET organisations, etc. as indirect target group of the WBL-PRO project can benefit from the innovative and practical solutions to some of the most challenging nowadays problems. The main impact of the successful implementation of the project for the society is the reinforced interaction between practice, learning and policy. The dissemination activities were designed ad hoc for the new virtual generation and to promote the WBL-PROFESSIONAL.EU platform. All members of the strategic partnership expressed commitment to contribute with their networks of partners and professional contacts in their countries and across Europe for the dissemination, multiplication and mainstreaming of the project's outputs and outcomes. All projects partners were strongly committed that the WBL-PROFESSIONAL.EU and all Intellectual Outputs will be maintained and utilized for at least 5 years beyond the funded period.