<< Objectives >>IN-WORK addresses the role of the university within its reference region as a driver for an inclusive culture, by developing and testing a model of intervention focused on relations between inside and outside the university, and engaging people involved. The project adopts the work-integrated learning method, which includes work-based learning (internships and traineeships), to support people with special needs to undertake meaningful learning experiences with the world of work.<< Implementation >>IN-WORK works inside and outside the university, by strengthening the links with the place of the higher education institutions, through an interlocked set of activities which includes research, stakeholder engagement, training for academic and support staff, learning activities with companies, internships and traineeships, events.<< Results >>- Report on the needs and resources for youths with special needs- Methodological guidelines - Training programmes and OERs to train supervisors and support staff on work-integrated learning for inclusion- Open Educational Practices- Guidelines to implement WIL for youths with special needs in Higher Education

As part of its ongoing commitment to the digitalization of the economy, the EU stated that “data-driven business models are the engine of Europe’s growth, industrial transformation and job creation”. The benefits are clear: existing and new businesses responding to smart data can improve products and services, thus generating economic growth while contributing to social progress. To address the issue of the digitalization of the economy, we brought to life the Generation Data project. The aim of the project was to improve the ability of HEI education providers to understand and teach smart data skills, thus providing Students, early stage entrepreneurs and businesses with more relevant, effective training. After the end of the project, we can say this objective was achieved. The project was actively performed by six partner institutions from five countries: •University Of Szczecin (Lead partner) - POLAND •European Universities Continuing Education Network - BELGIUM •European E-Learning Institute - DENMARK •Letterkenny Institute Of Technology - IRELAND •Feltech Software Innovations Ltd - IRELAND •Vilniaus Gedimino Technikos Universitetas - LITHUANIA University of Szczecin, Letterkenny Institute of Technology, Vilniaus Gedimino Technikos Universitetas provided academic knowledge and helped the partnership in reaching students and teachers (with help of EUCEN), while Feltech Software Innovations and European E-learning Instituted focused their efforts on entrepreneurs and business institutions. During the project realization we produced all main project outputs which are: - Generation Data toolkit (Intellectual Output no. 1) - a survey of current smart data skills in education (in Polish, English and Danish language) - Generation Data Course – Open Educational Resources (Intellectual Output no. 2) – smart data skills teaching model which contains six modules, notes, facilitators guide and glossary (in Polish, English, Danish and Lithuanian language) - Online Generation Data course (Intellectual Output no. 3) - to maximize access to the new training and reinforce classroom delivery (in Polish, English and Danish language) We assumed organization of training for the1st generation of teachers and lecturers during the international training week in Ireland, but COVID-19 outbreak forced us to change our plans. Instead of the traditional meeting, we invited teachers and lecturers to online training which turned out to be a big success (on-line LTT attracted over 40 participants).Due to pandemic restrictions we had to cancel most of the multiplier events and it was only a Lithuanian partner who had a chance to organize a successful event which brought together many interesting guests to Vilnius. Project partners are satisfied with not only the quality of project results, but also with the project impact. The toolkit was downloaded from the website more than 300 times, while the OER’s were downloaded more than 1200 times. We have reached nearly 100 000 visits on the project website, promoted the project through different medias (e-mails, newsletters, radio, journals, websites).

<< Background >>The need for this project emerged through discussions between Tallin University & University Turku around challenges relating to the stark increase in academic burnout since the pandemic, surveys highlight the drastic increase in rates of stress and mental health concerns, however there is little practical support available on how to prevent it.The impact of the (short and longer term) socio-economic effects of COVID-19 fall disproportionately on women. Women are much more likely to work in sectors which have been negatively impacted by Covid such as personal or retail services, and in addition they are also burdened with pastoral, childcare and domestic labour. Women also experience significantly higher levels of guilt in relation to work and family life balance, compared to their male counterparts. The BALANCE project aims to address this real need for support in 2 innovative ways. Firstly, by providing high quality and appropriate resources to empower women themselves to share and validate their pandemic experiences (R1) and also by providing a user-friendly Better BALANCE Guide which will be made up of practical materials for resilience and learning to work better within our new digital world (R2) and Secondly, shifting the support burden solely from women, by empowering employers and workplace leaders to take ownership and support their staff in a meaningful way (R3). By creating new upskilling pathways BALANCE will ensure that women are more prepared to deal with the stresses and requirements within our modern world. Not only this but BALANCE will support those in leadership roles, empowering them to create a culture of support. BALANCE promotes a proactive approach, flexible working coupled with dynamic support to ensure the health and mental well-being of staff is not compromised. BALANCE will affect change at a leadership level. This will ensure high levels of integration and engagement with the resources as well as maximising the impact for our target groups. The BALANCE results will work in tandem with one another in overcoming the obstacles of pastoral needs for leaders, encouraging a healthy working-life balance for all and preventing digital drain on staff.For partners the project responds to needs which mirror those of the target groups, support, more awareness and tools for managing a healthier work life balance.For Adult Education Providers the issue is that they are themselves, slowly transitioning to a more digital working world and many are ill equipped to provide training to adult learners on the challenges of remote or hybrid working. Therefore, there is a clear need for BALANCE to provide focused and high-quality materials which will help upskill adult educators in order to inform a generation of staff cognisant of the nuances of remote working. For Managers and workplace leaders who now hold a responsibility for the success of a team who they no longer share an office space with on a daily basis, the need is clear: materials, including activities and structures which will aid them in the supporting of progressive and effective working (R3). But possibly more urgently is the pastoral management of their staff, in ensuring a reasonable work-life balance, recognising the “at home” stresses which many staff, especially women are subject to. For remote working staff (focusing on women) there is a clear need to reduce the pressure on staff, by empowering them to be more “aware” of their digital imbalance, but also by upskilling those surrounding them in order to support them in a meaningful way. This is achieved by BALANCE through R1, providing a support network for these women, and R2 which upskills the management and leadership teams within working environments to better handle their staff’s digital drain.<< Objectives >>The overall objective of the BALANCE project is to support and equip women and their workplace leaders to better manage work-life balance in a post covid working world. The end result will be improved digital balance for users, and management techniques for reducing stress and anxiety within the modern working world. We will also aim to raise awareness of the need for female work-life balance materials, while also boosting the capacity of Adult education providers in implementing these materials.All of our resources are focussed on the speedy introduction of new learning opportunities for working women that help them acquire the skills to manage the transition to a healthy digital work-life balance. And all of our resources, while focussed on different target groups - women themselves, (R1), their employers, (supervisors& team leaders) (R3) and adult educators (R2) - are aligned with the EU’s digital frameworks, especially DigComp 2.0 which introduced “digital safety”, and within it, a specific competency relating to health and wellbeing: “To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies.” By introducing the concept of better balance between work and life and supports, specifically for women working remotely this project will create real, life changing impacts. Moreover, in the context of the increasingly digital domain that we now live in it is vital that we have the awareness and tools to help us to disconnect. In order to achieve this, we will create impact within the following groups:Adult educators through our materials and resources- particularly Result 2 Better BALANCE Guide. Adult Education providers will become adept in the application of coaching methods, support structures and workshops which will actively upskill their learners in how to better manage their Work- Life balance. The impact of this will be a generation of more digitally balanced employees, as well as the secondary effect within academia of reducing educator digital drain and burnout. By equipping our users with the skills, understanding and tools to manage digital, work stresses, we can empower them to recognise warning signs, and implement strategies to reduce stress and remain Balanced, even in remote (highly stressful) situations.Through our innovative Library of Experiences women working within remote settings during the pandemic will experience a shift in their mindset, a reduction in their stress levels and develop a healthier approach to maintaining working life alongside personal, pastoral care duties. By showcasing the highs and lows of remote working for women all across Europe we can create a community of care and support, which will empower women to take control of their situation and utilise the tactics, approaches which they have learned through our library of experience. In doing this, we will create strong, empowered women, willing to put themselves first to ensure their own mental well-being. As a result of using R3 Online Platform -supervisors, team leaders and workplace leaders will overcome attitudinal barriers to change, becoming aware of the need to update their management skills because of the increasing digitalization. They will acquire entirely new knowledge and skills to manage staff effectively in remote locations, blending technical competence with the communication and intercultural skills that promote inclusion and teamwork while reducing the risk of digital burnout. Finally, they will be better equipped to act as leaders of the digital transition in their companies, balancing productivity concerns with social responsibilities of digital wellbeing.<< Implementation >>The project involves three key educational resources (results), as well as the horizontal activities required for successful project execution: management, impact evaluation, promotion and sustainability.RESULT DEVELOPMENTThe resources will be developed sequentially. Each Result is designed to be used as an independent resource. However, they also work together: partners build on the content developed in previous resources and managers can find complementary knowledge and skills development in all three.R1 BALANCE Library of Experiences. A platform housing authentic insight into the experiences of women working within a global pandemic. This collaborative platform will welcome sharing and offer peer to peer interaction which will be cathartic in nature, providing an innovative safe space where women can voice their issues and receive “real life” advice from other professional women. (M1- M8)R2 Better BALANCE Guide. This guide will provide practical information on the delivery of the Better BALANCE coaching and tools which will equip Adult Educators with the knowledge and understanding in order to upskill their learners, helping them to manage digital drain, prevent burnout and recognise the imbalances in their lives. Through the use of coaching, PLN, workshops and other helpful tips and tricks, this guide will be the one stop shop for all of your digitally balanced needs. (M6- M14)R3 BALANCE Online Course. A multilingual, interactive course and user driven platform which enhances the previous learner materials, whilst also enabling distance/flexible learning for managers and workplaces leaders to further their understanding and applied knowledge. This online course will provide a rich platform of learning materials which will aid supervisors and workplace leaders with the knowledge and skills to better manage and support their staff, increasing productivity within remote working, increasing staff wellness and satisfaction by reducing digital drain. (M14-M22) ROUTE TO IMPACT BALANCE project also involves the direct participation of all relevant target groups, through direct links with our project consortium. The project involves the direct participation of remote workers, specifically women, Managers and team leaders and adult educators, as well as adult education organisations, and stakeholders.They will take part in three main areas:- Result 1 Library of Experiences- user testing- multiplier eventsBuilt around the results are the transversal and project management activities which enable us to ensure their introduction, effectiveness and longevity as resources for use in European adult education organisations and for in-company training.Impact Evaluation is a key component to ensure results are translated into impact. In the first partner we will carry out an impact+ workshop session, to strengthen our understanding of the theory of change implicit in the project.Testing and training are merged in this project as 60 supervisors and workplace leaders, as well as 96 educators, will fully test resources. Their experience will contribute to improvements before the final dissemination push. The participants in this phase will also play an important role in our multiplier events, wider promotion and sustainability strategy as “ambassadors” to the project’s impact.In terms of promotion, our plan is robust and will be supported by seven events scheduled for month 22-24. They will ensure that our resources are promoted, and that stakeholders actively understand their value and are motivated to introduce them in their own organisations.<< Results >>BALANCE will showcase the ways in which we can adapt and support the remote workforce, lessening the burden, supporting and enhancing gender equality. Within the project we will upskill Adult Education providers, closing the skills gap and enabling the successful upskilling of existing managers and leaders in the workplace. BALANCE will produce a generation of skilled leaders, aware of the pitfalls of online working, but prepared to avoid and overcome these issues, leading to a healthier digital balance by providing high quality, accessible learning materials.Therefore, the project focusses on the creation of three new training resources: R1 BALANCE Library of Experiences. A platform housing an innovative safe space where women can voice their issues and receive “real life” advice from other women. R2 Better BALANCE: A Guide. Our Better BALANCE guide will provide practical information on the delivery of the Better BALANCE coaching, PLN workshops and tools which will quip Adult Educators with the knowledge and understanding in order to upskill their learners, helping them to manage remote working, digital drain, prevent burnout and recognise the imbalances in their lives. R3 BALANCE Online Course. A multilingual, inclusive, interactive course which enhances the previous materials, whilst also enabling distance/flexible learning. The Online Course will aid supervisors and team leaders in learning the skills for walking the tightrope of managing staff within a pandemic.During the project, the following outcomes will be achieved: f.At least 90 (15 from each partner country) women working within the pandemic will be engaged within the development of R1 Library of Experiences, taking part in interviews, and collaborating with their peers across Europe in a cathartic experience of expression. g.At least 60 different adult education providers will use the Better BALANCE guide, gain an understanding of the nuances of remote working, and improve their ability to teach the skills to reduce pressures which can lead to burnout. h.At least 300 managers, leaders or supervisors will utilise the Online Course and integrate these materials into their support provisions actively engaging them within the workplace. i.At least 200 stakeholders in Adult Education, SMEs and larger organisations will take part in the multiplier events and become more informed about gender equality issues in relation to remote working and how we can improve support reducing staff turnover and creating a healthier, happier workforce. On completion of the project, our promotional strategy alongside the sustainability strategies will ensure the uptake of the results in adult education settings as well as across many workplaces. The results are two-fold, raising awareness of the issues and creating a shift in attitude, knowledge and skills but also in the wider transformation of the support availability and willingness of management to provide structures and supports to enable their staff to thrive in a post covid remote working world. - The Library of experiences will empower women to speak up on issues and create a pathway to a more gender equal society within Europe. - At least 40 adult education providers, continued education programmes and stakeholders make commitment to introduce the BALANCE results as part of their syllabus.- At least 120 SMEs, larger organisations and stakeholders will integrate the Online course materials as part of their human resources support structure. - Managers and workplace leaders will gain the applied skills in relation to supporting and protecting remote workers from burnout and digital drain.- 6 Project partners consolidate their expertise in a matter of strategic interest and strengthening access to knowledge networks locally, nationally and at European level; this adds to their own competitiveness and long-term value creation.

The InnoVal project aimed to address the urgent need to offer valid and reliable assessment methods that allow all learners to have a chance at validation. The 2012 Council Recommendation gave a strong political impulse to the goal of having national validation arrangements in all countries by 2018. Yet, according to the CEDEFOP 2014 Validation Inventory Report, EU countries still greatly diverge in terms of mechanisms in place. In order to ensure the validity and reliability of assessment procedures, and to avoid additional costs, many educational institutions prefer to use standardised tests. The use of alternative methods such as portfolios, declarative methods and simulations, is on the increase but remains limited. The 6 project partners from 5 EU countries and an Associate Partner (Bertelsmann Stiftung) believe that the use of standardised tests hinders learners’ take up in validation and represents one of the strongest obstacles to their development in Europe. Indeed, validation systems are often targeting adults who have had a bad experience with formal education and formal assessment methods. This has led them to not completing their secondary education and to not participating in any further formal education. Yet, they have acquired many skills and competences in non-formal and informal learning environments that they would be willing to have validated if the assessment method did not bring them back to their bad past experience with formal education. InnoVal aimed to foster a change in practices related to the assessment of non-formal and informal learning across Europe and across sectors. For the certificates and qualifications issued by validation systems to be credible, assessment methods must be trustworthy. InnoVal gathered experience on innovative assessment methods from across Europe in order to determine which ones have proven to be successful. To help foster trust in these innovative methods, InnoVal has illustrated successful innovative assessment methods with best practices. Based on their respective experience and expertise, InnoVal partners have developed a Training Programme based on Open Educational Material and a Toolbox of Case Studies that is adaptable to different national contexts and sectors. By using new technologies (Online Learning Platform) the project provides a solution to many practitioners who have to implement validation mechanisms without always being prepared to do so. It will proposes very concrete modules on how to deal with non-traditional publics, to implement alternative assessment methods, analysing barriers and enablers, to work with external experts and to be cost efficient. The project therefore addressed the need for capacity building of assessors to ensure reliability of results and to overcome initial resistance. The outputs are based on the initial Need Assessment Review that looked at national policies and practices related to assessment methods to validate non-formal and informal learning at VET and HE levels and the specific needs of our target groups (low skilled adults, including early school leavers, and migrants/refugees). In addition, the review explored the demand side - that is employers and education providers - and their views on the appropriateness of alternative assessment methods. It also explored transferability of policies and practices across contexts. An online consultation contributed to develop a deeper understanding of the barriers and enablers to implementing alternative assessments. Those results together with the experience gained from the piloting phase (training workshops to test the Training Programme), an Advocacy Pack with policy recommendations targeted at policy makers and practitioners have contributed to ensure systemic support for alternative assessments. InnoVal was highly innovative as it brought together VET and HE providers who are advanced either in the use of innovative assessment methods, in building links with the labour market and/or in dealing with disadvantaged groups; research bodies who can provide the evidence with a EU perspective and European networks which can ensure policy impact and broad dissemination and exploitation of results. InnoVal covered 6 countries (BE-FL, FR, FI, EL, PT, DE) and generated interest well beyond. The potential transferability of the case studies and of the innovative methods has been included in all of the project outputs. The partners engaged various target groups from the start of the project (Ministries in charge of Validation, EU, NQF Agencies, EU networks, etc.) in order to ensure a broad impact. InnoVal has therefore contributed to build a shared understanding of quality principles of assessment and has explored the benefits of non-traditional assessment methods for validation for low skilled adults as well as for migrants/refugees and has contributed to Europe’s most pressing challenges.

The project aims at promoting and validating social, personal and organisational key competences such as entrepreneurship, civic competences and learning to learn with the help of an innovative, self-directed learning approach at the interface of higher education and business.Social and personal key competences are hardly to be acquired in lectures, frontal teaching and self-learning.The ideal learning contexts to develop these competences are informal/non-formal learning contexts such as learning in mobility and in traineeships.However, up to now only singular attempts have been made to assess these competences, to give evidence of their development in the learning activity, to connect them to existing certification systems and to offer a European wide validation approach.PROMOTE has developed and piloted an approach to tackle this issue based on a long term partnership of academia, business and educational partners from all over Europe.The traineeships involving learners from 15 institutions, including universities, businesses and public authorities has been piloted in different EU member-states. The innovative momentum of these internships was that they work along a project management structure; each trainee had to plan, develop and assess his or her project, which lead towards at least one of the key competences described above.In the framework of the project well-proven evaluation approaches (6 LEVEL5 projects, EDUCCKATE) were applied to assess and evidence informal learning in different mobility learning environments and traineeships.