Background The idea is to create a new training curriculum: the Project Manager of the Integrated Reporting, was inspired by a need rules represented by the Directive 2014/95 / EU which applies only to large enterprises but is an important step in raising awareness of sustainability also for small and medium enterprises, and nonprofit organizations. This directive is an important step towards the recognition of the concept of sustainability for companies, concerning the large enterprises but increasingly also involves small and medium-sized enterprises. In particular, among these is spreading good practice to accompany the economic balance with a social report, that is a separate document that gives a clear view on the commitment of the company towards sustainability. The PMIR will also move towards small-medium enterprises, nonprofit agencies and organizations that want to create a Sustainability Report. However, the birth of this professional is not only a regulatory requirements but an answer a various requests from a company that is increasingly attentive to the choices and the dynamics that create value; by the same companies and organizations they are increasingly aware of the theme Sustainability faced as opportunities for the Integrated Thinking. The PMIR is the new profession that can accompany the organization along a course of sustainability that points to the competitive advantage. This process allows to identify strategic, economic, environmental and social objectives, can be monitored through the choice of specific Key Performance Indicators.The new practice and new profession, enables organizations to go beyond traditional financial reporting, focusing on intangible assets, acquiring an ever greater awareness of risk factors, opportunities and outcomes that affect capabilities that the organization has to create value in the medium-long time. Objectives This project aims to create a European curriculum in the labour market: the Project Manager of the Integrated Reporting. The Project Manager of the Integrated Annual Reporting coordinates all the necessary activities for the compilation of Integrated financial statements, providing a clear representation of the economic and social performance and added value of the company (such as relationships the company has with its stakeholders (eg. Employees, customers and suppliers)). Therefore, this project aims to create a cross-linking role between the different business areas, a figure able to coordinate and implement the preparation of a complex document that tells the company from a multiplicity of viewpoints. This figure will have to possess skills in business administration, in order to be able to interpret and evaluate a company's financial statements. Furthermore training will transfer management, project management, interpersonal and communication skills, as well as information and statistics ones. Target group: Direct: - Graduates in economics or engineering (in particular management engineering). - Professionals, such as business consultants and accountants. - Employees who want to learn new skills and grow within the company. Indirect: - Every type of small, medium and large companies. Public and private organizations, banks and insurance companies, third sector. Project’s phases [3 years]: I Year: - Needs analysis Report; - Didactis platform; II Year: - Identification of the matrix of learning outcomes: Matrix of Project Manager of the Integrated Report III Year: - Pilot testing and participants’ motility; - MOOC; - Integrated Report Indicators Database Benefits / impact: - Benefits for participants and partners; - Benefits for enterprises’ internationalisation; any type of small, medium and large enterprises, profit and non-profit organizations, banks and insurance companies; - Benefits for graduates and professionals in the integrated reporting and sustainability Sustainability: Our partners are linked to learning VET and vocational training, social inclusion of disadvantaged groups, employment policies and ICT: they represent different institutional missions and will be important to support the project needs of direct and indirect target groups, as well as the multipliers effects. They will involve public institutions at local, regional and national activities for the dissemination and follow-up of the project through long-term relationships, which will lead to the signing of the memorandum in support of the European network. It will also be ensured by the University: • Professional training for corporate employees and graduates • MOOC: it will be supported by the University The project is built upon a methodology of international management, which can be transferred to other projects and countries. Through project outputs it will be possible to create a basis of knowledge, experience sharing, continuous learning.

<< Background >>Recent migration dynamics in Europe have been characterized by the rapid growth of third-country migrant groups. According to Eurostat, 2,7 million immigrant entered the EU from non-EU countries in 2019. This means that there are 23 million non-EU citizens living in the EU. These numbers do not consider all of those who have been granted citizenships, but still have a migrant background. In addition, there were 416’000 first-time asylum seekers in the EU in 2020, which, while being a reduction from the zenith in 2015, still is a significant number compared to the start of the decade. Such an influx of people presents a variety of challenges, including integration into the host country’s workforce. This challenge requires a holistic approach, and will greatly benefit from the synergies that emerge from combining various European partners with different backgrounds and experiences. Migrant women, and especially mothers, are over-represented in the statistics of people outside the workforce. Many are not applying for any form of social welfare and are therefore almost invisible to the state. Those who try to enter the workforce, are met with unsurmountable obstacles. They might lack the required education, or not get the education from their home country recognised. There is also evidence of discrimination against women with a migrant background, which further worsens the situation. Cultural barriers such as language and understanding of social norms is another obstacle. The target group of the project is migrant mothers with limited digital skills or, low levels of formal education and limited formal labour market experience in their receiving country. In addition, we the project seeks to highlight the situation of formally educated migrant mothers who are unable to get their credentials or degrees recognized in their receiving societies. This is a generally overlooked group with a wealth of untapped resources. In an increasingly digitized world, limited digital skills and competencies represent a significant barrier to social or professional participation. Many within this segment are in family care situations with few upskilling or reskilling opportunities, and the project seeks to accelerate their paths towards employability in culturally different settings, providing tools to illuminate new perspectives on working life.The partnership recognizes the demographic heterogeneity of this segment of migrant mothers, both within the national contexts of the respective partners, as well as compositional differences between them. These factors will be taken into consideration throughout the development and implementation processes of the WPs, thereby strengthening the transferability of the results and in turn maximizing the potential for future use in other European national contexts. Our goal is therefore to create training programmes for these women that will facilitate upskilling and recognition of prior learning and therefore improving the availability of high quality learning opportunities.<< Objectives >>The MOMDIG project aims to develop a comprehensive TRAINING COURSE with the objective of mapping and developing the non-formal, informal, and formally acquired skills, knowledge and competences among stay-at-home migrant mothers. This approach aims to strengthen their employability and facilitate their entry into the labor market without requiring extensive re-education. In addition, the methodology has the potential to reduce the average length of time of re-entry into the labor market after childbirth. The project will utilize employability and entrepreneurship as specific empowerment measures, through the use of a two-pronged approach:· First, to identify existing competencies and skills among migrant mothers, and assist in exploiting their transferability to the context of formal employment opportunities.· Second, to assist migrant mothers in overcoming the cultural barriers they may encounter during their entry into the labor force of their receiving society. In order to facilitate recognition of informal learning in a professional context, competencies and learning outcomes will be in accordance with EU-standards for qualification assessments and employability (i.e., EQF and ECVET). The overarching aim of the training course is to assist migrant mothers in “translating” their competences as transferable to the labor market contexts, strengthen their cultural understanding and facilitate their inclusion in society and in the communities where they live.The project will also develop a TRAINING PROGRAMME for trainers and educators working in the fields of inclusion and integration. However, it is important that they understand the innovative methodology brought forward by MOMDIG. By creating a programme tailored for this purpose, we will ensure the quality of the training programme for the mothers. The training programme can be adapted to both digital or blended learning formatsAn important product will be a pedagogical handbook, which will provide an overview detailing the process of the project as well as the methodology and content of the training courses. The target group being stakeholders who are involved in relevant fields, and interested in, or wish to use the results of the project (e.g., training courses) in the future.The totality of our efforts and outputs will provide tools to illuminate new perspectives on working life, assist them in upskilling and giving them access to high quality learning opportunities, strengthening their digital competences, and finally empowering them for employability and entrepreneurship.<< Implementation >>We will specifically use employability and entrepreneurship as empowerment measures. We will further focus on the visibility and documentation of the target group’s previous learning, regardless of being acquired through formal, non-formal or informal education. In this context the underlining of the aggregation of skills and competences informally acquired during motherhood and family care is central. With an innovative implementation of EQF/ECVET principles to describe and document these skills as parts of an individual’s total competence portfolio this project takes a significant step towards making the employment potential more visible. This innovative use of learning outcome identification should facilitate recognition of prior learning and serve as valuable components in a CV. Training modules will be developed based on the competence definitions. The idea is that the modules will function primarily as physical courses for people to attend, but material will be available online. This will improve the sustainability of the project, and facilitate different teaching methods. The project will also create training for educators and other education staff, to improve their competences and facilitate the implementation of the training programmes. The project will consist of four individual work packages:1.NEEDS ANALYSIS and research of the state of the art, and analysis of European best practices.2.Development of a QUALIFICATION MATRIX, focusing on soft and transversal skills, according to the ECVET standards. Upgrading of the Skillsbank platform, to use it as a repository for the training modules.3.Development of TRAINING MODULES for migrant mothers, with particular focus on building confidence and self-efficacy. The partnership will develop modules which will be created as stand-alone online resources. Development of training material for trainers within the field who wish to start using the MOMDIG methodology and training courses. WP5 will run partially in parallel with WP4, to facilitate the involvement of the trainers in the piloting of the course for the mothers.4.PILOTING and IMPLEMENTATION of training modules. After the development of training modules, they will be piloted with 15-20 mothers and 5-10 trainers in each of the partner countries. This will give insight in the strengths and weaknesses of the programmes and allow for adjustments. The final results of the project will then be two training courses and a pedagogical handbook.In addition to the work packages, we will organise five learning activities for piloting the training programmes and five multiplier event to promote the project results. The project will end with a final conference in Oslo, where we will present all of the results of the projects and the main contents of the pedagogical handbook.<< Results >>In WP1 we will create a report based on the research into the state of the art, European best practices, and an analysis of the target group. This document will be in English, and work as the starting point for the other outputs of the project. WP2 will use the data from the first report to create qualification matrices according to the ECVET/EQF frameworks. The matrices will be sent out to relevant stakeholders for feedback, adjusted and then translated into the partner languages. The qualification matrices will be combined with the self-assessment procedures in Skillsbank to create a competence profile. This will facilitate recognition of prior learning procedures. The matrices will also be the basis for the training programmes in WP3. WP3 is the main work package in the project. Here, the partnership will use the data collected so far in the project and their own experience to create two training programmes. Both courses will have elements of face-to-face training and digital aspects, but the one for the target group will mostly focus on the first. The training for educators will be more digital. This distinction is due to the different prerequisites of the participants. The training programmes will be translated into all partner languages, as far as this is fruitful for the project and target group. WP4 will start the testing of the training programmes by conducting pilots with both participants and educators. The feedback from these will be implemented into the final training programmes. As a final output, the partnership will combine the most useful experiences from the project, relevant data and the training programmes into a pedagogical handbook. The handbook will be translated into all partner languages, and spread out through the partner networks to strengthen the sustainability of the project.In addition to this, we will create promotion material such as newsletters, press statements and flyers during the project lifecycle to ensure a good promotion of the project and our results.

<< Background >>Our experiences from previous projects have proved to us that transnational collaboration is valuable. “Differences are a good base for innovation” is a saying we have based some of our EU-funded projects on. Once again, we want to join forces with like-minded and ambitious actors in Europe, trying to make a difference within the field of Vocational Education and Training. Our focus this time is on horticulture and cultural heritage, and how we can support lifelong learning by creating flexible learning pathways for vocational skills within garden conservation. Two of the major crises that characterise the third decade of the 21st Century - Covid and Climate Change underpin the need for this Erasmus + project. With green spaces playing a major role in our health and well-being during the covid crisis, it is ever more important that we have the skills to protect them from climate change, as well as the knowledge of sustainable techniques to reduce carbon emissions whilst doing so.Heritage gardens encapsulate a significant amount of the natural and cultural capital that sustains us during a time of crisis: tranquility, beauty, productivity and biodiversity. Safeguarding these values require knowledge and skill that is in increasingly short supply.<< Objectives >>CSGC aims to address this problem by finding best practice in the various fields of Garden Conservation and sharing it via the diverse bodies of Vocational Education and Training as well as professional horticultural associations. Whilst some nations have retained expertise in certain specialisms, others have not and are searching for guidance, whilst yet more have been researching the increasing relevance of historic techniques to our current challenges. This knowledge deserves wider dissemination if we are to build the necessary expertise throughout the European Union and beyond.<< Implementation >>We aim to use the latest developments in mixed reality and virtual learning to allow a wide range of participants to share in this expertise. An all-day winter webinar will introduce each topic, followed by a range of videos/simulations/animations to explore the practical skills required. A smaller number of participants will then visit the chosen craft skills centre attending workshops, using sustainable transport options, to practice those skills in the field and bring them back to disseminate to colleagues and fellow students. The digital approach will be followed throughout the project and beyond.<< Results >>The easily accessible curricula and videos will be the tangible results and outcomes, developed by combining traditional craft skills and digital tools. Adding some innovation into Vocational Education and Training, we are aiming for increasing the relevance for the current and future students and lifelong learners. This Erasmus+ project also focus on improving the competence of educators, both in the horticultural and digital field. At the end of this three-year project we aim to see a growth and spread of such expertise throughout Europe, so that more local craft skills centres emerge, avoiding the need for expensive travel. The information gathered during the webinars and workshops will also be freely available on the Internet. The training resources (curricula, videos, animations and simulations) will be accessible to all, thus positioning the craft in a much broader sphere for diverse audiences. Ultimately we hope to see further growth in the restoration of historic green spaces that can then form the focus for community participation, particularly amongst disadvantaged people who stand to gain so much from this important resurgence of green skills.

STEMSOFT launch pad is an integrated digitalised service addressing the development of 21st century SOFT SKILLS and TRANSVERSAL competencies needed in the labour market targeting STEM (Science, Technology, Engineering and Maths) candidates through open and innovative practices to enhance their employability.Due to the increased demand on STEM jobs in a changing European labour market, especially in an Industry 4.0 perspective, employees need a more diverse skills profile comprising both hard skills, core transversal competences like digital skills and soft skills. Recent research (Deming, D. 2017) showed that since 2000, jobs that require “non-cognitive” skills, such as the ability to communicate and work in teams, grew much faster than jobs mainly requiring skills measurable by IQ or achievement tests. Soft skills are much more valued in the labour market than any time before.The project aims at preparing STEM candidates with non-technical skills such as critical thinking, idea generation and interdisciplinary ways of working alongside their technical hard STEM skills. The consortium comprises different work cultures and training traditions and with input from international perspectives through the range of associated partners. This STEM employability skills project aims to address this by defining relevant non-technical soft skills and transversal skills, described in an EQF/ECVET format, targeting the following groups and delivering them in different digitalised forms: - Migrants with a STEM background who are unemployed or underemployed- Mobile workers seeking employment opportunities in another country or region- NEETs (regardless of gender)- Undergraduates or graduates with a STEM background who are finding it hard to get a STEM job due to ethnicity, disability or gender- People in career transitions (people without a formal STEM background wanting to move to a STEM field as an alternative career) facilitating permeability and flexible learning and training pathwaysBased upon a survey to explore to what extent non-technical skills, soft skills and transversal skills are integrated elements in existing STEM provisions, a competence map of STEM-oriented learning outcomes covering these skills will be developed in an EQF/ECVET format. This mapping will correspond to a Skillsbank and ESCO system to secure transferability between existing training provisions and the additional STEMSOFT training. This in turn will boost the employability of candidates and their access to the labour market. The partnership will collate more than 5,000 OERs (including MOOC-type resources) to be made available via a learning environment which will cater for a wide audience and will provide in addition training courses in soft skills tailored to the above target groups. Wider stakeholders will also be addressed such as employment agencies, HR managers, recruiter, trainers/coaches, educational institutions.In order to reach the project’s objectives, the partnership will develop a range of intellectual outputs: I01 “Competence Matrices and recognition of prior learning” will develop EQF and ECVET compatible qualification matrices and align previous learning acquired to transversal skills sought by the industryIO2 “Training programmes based on OERs (Online Educational Resources)” will design a learning environment with a provision of more than 5,000 OERS and training paths for specific target groups. IO3 “Online platform with Skillsbank” will set up a user service combining the OER provisions and recognition of (prior) learning towards a certificate.IO4 “Piloting Training” will prepare a first rollout of training materials aimed at all target groups through MOOCs and other digital channels , including a facilitator handbook. The main areas of impact which we will see through the project are:-A direct impact on the lives of the candidates who directly take part in the project, in terms of boosting their employability through their soft skills development -An improved knowledge among candidates of the importance of soft skills development to secure a job in the labour market in the STEM sector-An improved knowledge among stakeholders of the value and recognition of soft skills in the STEM sector.-Increased knowledge of soft skills accreditation and recognition of prior learning- Improved digital skills through involvement in a diversity of training and upskilling provisions

"The project “Europe4refugees - follow the routes” (Eu4R) is a Strategic Partnership/Key action 2 for networking and exchanging best practices for qualification trainers working with refugees in Europe. Refugees cross the southern and eastern European borders, remain in their initial host country, or travel on towards central or northern Europe. The conditions of admission, legal situation, and efforts towards integration of refugees are, in most cases, different between the European countries. Also differing is the degree of support by state and municipal structures, or structures of civil society staffed by volunteers. Finally, there are different approaches for housing refugees, from transit zones to settling in cooperatively organised housing and learning project in rural areas, to accommodation in transitional facilities and flats in urban agglomerations. Refugees traveling through transit countries, with stopovers of varying lengths, thus find quite different conditions in European countries, and in some cases have to reorient themselves multiple times. General further education professionals support and realise the social, structural, and linguistic integration of these often quite heterogeneous refugee groups in projects and regular offers via courses, consulting, and temporary offers with various content. Always the goal is conveying a diversity of basic and professional competencies to adult refugees for their future opportunities, and to consult them accordingly, independently of their prospects of permanent residence. The project “Europe4refugees – follow the routes” gathers co-workers of refugee work from five southern, central, northern and eastern European countries (Germany, Greece, Hungary, Italy, and Norway) over a duration of 27 months to exchange experiences on these models via training seminars for practicing professionals in their five countries."" The idea is to follow the refugee routes and stopovers of refugees within Europe from the perspective of further education. The seven participating partner organisations (two each from Greece, Region Thessaloníki / Island of Lesbos, and from Germany, Dortmund and Hitzacker, one each from Italy, Region Apulia, from Hungary, Budapest, and from Norway, Oslo) are not-for-profit, profit and private institutions of further education, associations of civil society, cooperatives, small enterprises and NGOs, all working immediately or indirectly with refugees or their support structures, usually made up of volunteers. The partners are nearly equally active in urban agglomerations and in rural regions, which constitutes a further quality for the exchange of best practices. In shared short-term learning activities in each of the five countries, the project participants will develop new perspectives in three-day workshops. These take place as a combination of seminar units with experts, work shadowing visits at NGOs and educational organisations, and dialogue events with those locally responsible for refugee work, coupled with subsequent transfer and evaluation units. In exchanging on their work in the participating European countries, they acquire intercultural sensitivity, knowledge on the situation of refugees in Europe across national boundaries, as well as consultancy and planning competence for their own work in further education. In comparing degrees of integration and approaches of inclusion in these example countries, the project participants get to know best practices, similar, and new approaches in working with refugees. Through the adaptation of ideas for working in their own countries, a further advancement towards European standards in educational work and in social work with refugees will be initiated."" At the same time a network within European adult education is formed by these learning activities. The regular exchange of participating practitioners on migration and refugee movements during the project duration and beyond (e.g. through network cultivation using quarterly newsletters or similar means) also allows for a more rapid response to demands of planning and education in working with refugees. Such a developing trans-national educational task force as a counterpart to multilateral working groups on the political level can inject valuable suggestions and information to the regional and local educational networks of the participating countries, and encourage suitable follow-up measures, like for example the development of a European handbook for refugee work."