Digital learning has come to the fore due to the Covid-19 pandemic in all european countries, as VET educators were forced to quickly start delivering courses online. Most of them didn't have any experience with such a way of teaching not to mention using online tools for designing learning implementation & retention tasks hence supporting learners working remotely in knowledge implementation. Partners observed similar problems with their educators, who expressed lack of mobile learning implementation tools that could be easily added to the system they currently use for online education & the content they teach. Such a system would fill the gap & make learning more attractive, engaging & interactive, thus increasing learners’ motivation to implement the knowledge in their workplace. Another pressing issue & challenge that became obvious was to reduce the gap between digital competencies & experiences of VET educators & learners. VET educators are mostly “PC generation” while learners are mostly “mobile generation” & new educational methods should help educators to adjust their way of teaching to new generation expectations.The overall Project goal is to build digital education readiness of VET educators at the same time closing the gap of not being able to support learners in knowledge application efforts. In particular, the project aims at:equipping VET educators with learning implementation process & digital tools to design Mobile Learning Experience Modules that could amend any type of learning event leading to new skills & knowledge implementation in the workplace.expanding VET educators’ digital competencies by involving them in MobiLEx development raising awareness of VET educators that supporting learners in learning implementation can boost up their engagement & motivation to learnThere will be 2 groups of participants involved in development of IOs (needs analysis, testing & piloting activities):VET Educators in partner’s countries & inside partners organisations (120)VET learners: managers, coaches, mentors, team & project leaders (80)The partnership comprises 4 organisations from 4 EU countries (DE,PL,EL,IT) with complementary skills from the worlds of VET (PAIZ), higher education (FHM), digital tools (MILITOS), sectoral representation (EFFEBI) all experienced in EU Projects.Activities:-MobiLEx System development activities & deployment in 5 lgs.-Development of 4 Mobile Learning Experience Modules (How to motivate people who are working remotely, Sustainability manager, Periodic effectiveness appraisal, Skills oriented team-building) using MobiLEx Editor, in 5 lgs. -Development of Manual & Video tutorial: “Working with MobiLEx System on Learning Experience Design” -Sharing outputs at multiplier events, inviting target groups to uptake MobiLEx results & to act as further multipliers.Results:MobiLEx Learning Implementation System with Editor for PC & Mobile App for IOS & Android users with Manual & Video tutorial for Educators 4 Mobile Learning Experience modules for knowledge implementation & retention with Resources & Knowledge Tips for mobile App will supplement existing educational processes to encourage VET learners to immediately make use of new skills & knowledgeVET Educators encouraged to use newly developed digital competencies to design Learning Experience Modules in other educational eventsPartners’ staff will broaden their knowledge of mobile educational solutions, increase competencies in designing Learning Experience modules for supporting VET knowledge & skills implementation.VET educators (40) using MobiLEx system will develop digital competencies & be able to design learning paths to increase engagement & learning implementation for learners, especially those working remotely; will increase digital skills in at least 5 DigCompEdu competency areas; will be actively promoting among their peers the approach to use digital solutions supporting learners.Due to dissemination activities the expected number of educators impacted by the project results will be extensively bigger than that, since the potential group of educators of adults in partner countries is 725 195 & even if we reach 5% with Project Outputs, 36 260 may be impacted. Learners, involved in the Project, will: - gain access to a pool of OERs in 5 EU languages- put to practical use specific set of competencies in 5 areasPartners expect that, with planned dissemination activities, the number of VET learners impacted by the project results can reach as much as 442 369 (modest 5% out of CEDEFOP 8 847 377 employees participating in education & training in 2019). PARTNERS’ educators will experience all project benefits described above & Partners’ project staff will further develop multinational cooperation.STAKEHOLDERS benefits will be related to the fact that project IOs will further enhance the attractiveness of training & development among managers, trainers, & professionals.

<< Objectives >>Project aims at:- Building environmental awareness of SME leaders & staff to actively look for innovative, sustainable packaging solutions- Developing Partners’, SME leaders & staff competencies (with innovative tools & practical processes) allowing them to start changes & become agents of sustainable change in their SMEs- Developing VET educators sustainability competencies & equipping them with ready made curricula & tools to support sustainability focused development of SME leaders & staff<< Implementation >>Activities:1. In search for sustainable packaging - competency gaps analysis; knowledge sharing & mutual learning event2. Awakening packaging sustainability awareness with PackLess MOOC3. Igniting the process of active search for innovative packaging solutions to SME sustainable transformation with a PackLess Compendium of success stories & dedicated educational package4. Sharing and promotion of project results online & offline (5 national conferences)<< Results >>Main results:1. Defined competence gaps of SME leaders (including partner organisations) in relation to SME sustainable packaging transformation2. Workshop for Partners’ staff members & educators on sustainability and waste free packaging & designing digital educational solutions for long term habits development3. PackLess MOOC for VET learners with a VET curriculum4. Compendium of knowledge and cases to follow starting SME sustainable packaging transformation w/methodology for VET educators

Studies on implementation of newly acquired skills show that without support mechanisms, learning itself does not result in knowledge & new skills being used in the workplace. A research conducted by Project Partners confirms employers and HR departments’ desire for a tool that would support implementation of training effects into the workplace. Respondents of the research agreed that such a tool, available online, would help to grow their organizations. Introduction of innovative ICT tools in continuing vocational education and training is strongly supported by European Authorities’ recommendations.The aim of ELSS project was to increase effectiveness of implementation of newly developed skills, gained during trainings, by providing an online service supporting the transfer of learning into the workplace that can be used for any classroom training, e-learning module or other forms of learning. Such a tool is of interest to Partner’s organisations (their trainers, trainees) and their target groups: employees in private & public sector, SME owners, HR departments, employers, employers’ associations but also for institutional stakeholders e.g. VET education institutions officials.2 outputs were created to reach Project aim.First, the Extended Learning Support System (ELSS),an online service supporting learning implementation. It allows to create pre- and post- learning tasksfor trainees to motivate them to learn, to secure knowledge retention and implementation of learning in practice. Through its functionalities it encourages social learning and enforces involvement of trainees’ supervisors as coaches and mentors.since as research shows they are crucial for on the job implementation of knowledge and skills inside organizations.To create the System, Partners analysed expectations of possible userspertaining to its functionalities, designed and tested the system at all development stages, applying changes when necessary. The final System version is available online free of charge in 4 language versions: English, Greek, Italian and Polish.To evaluate ELSS impact on learning implementation and provide necessary improvements, Partners needed a reference point hence communication skills e-learning course was developed - a standalone solution as well, together with pre- and post-learning tasks in ELSS for this e-learning, both in 4 languages. Together theyform the second output, ELSS with e-learning, which is now ready to be used by trainersand organizationswho want to be sure that the training on communication skills for their trainees/employees produces real, positive changes in their work.Results of ELSS evaluation confirmed that the system encourages trainees to implement learning into the workplace and increases knowledge retention and skills implementation, which was the desired, qualitative impact of the Project. As for quantitative measurement of ELSS impact, it was counted that as a result of the actions leading to the development of outputs as well as dissemination activities more than 12 000 organisations are likely to implement the ELSS methodology.Project results were disseminated to target groups both within Partner’s organisations & outside. Stakeholders expressed their interest in using ELSS, also because they saw this as opportunity to spread learning culture throughout their organisations partly due to involvement of trainees’ supervisors in the process. Producing and disseminating 2 high quality outputs was possible by forming a Strategic Partnership of 5 experienced partners from 3 European countries:PAIZ Konsulting (PAIZ, PL), Project Leader, has significant experience in coordinating EU-funded training projects, has been a partner in Lifelong Learning & Erasmus+ projects developing vocational competences, including development with the use of ICT tools.Effebi Association (Effebi, IT) is working in the field of development of HR & organizational models in banking & financial sector, has a consolidated experience in the management of EU projects in the field of quality assurance for VET systems & in projects aimed at using ICT tools for learning purposes.Hellenic Society for the Promotion of Research & Development Methodologies (PROMEA, GR) is an entity with experience in the development of new technologies for pedagogical purposes & in EU co-funded research & cooperation. The Italian Confederation of small and medium private industry (CONFAPI, IT) is one of the main actors in the Italian economic & political environment, implementing initiatives & programs aiming at promoting economic & social development in the country in collaboration with National & European Institutions.The Italian Association for People Management (AIDP, IT) is an association of managers & professionals active in the field of HR; experienced in activities on national & territorial level (conferences, research, surveys, workshops, publications).

Reports show there is much to be done to save the natural environment and stop the climate change. Europeans understand the need for changes and are willing to act; they actually take actions but for the real change to appear, these one-time actions must be turned into habits and lifestyles. Education could speed up the process of behavioural change with a solution taking into account the preferences of modern learners, who like to learn using dynamic, self-directed, continuous, online learning opportunities. Such a solution needs to be accompanied by educators' digital skills development to be effective.Taking into account the above mentioned, Partners want to implement a project that has the following objectives:- Change of behaviours of adult learners & educators regarding ecology through the change of individual preferences, consumption habits & lifestyles- Development of educators digital competencies in education so they are able to inspire learners to create behavioural changes in ecological habits & to educate them on the best possible ways to do so- Providing educators with methodology to enable them to develop digital-resources-based curricula on the basis of using gamification for green skills & pro-eco attitudes.3 groups of participants will take part in the development of intellectual outputs: educators of adults (partners’ and external), adult learners and Partners’ staff. At least 175 adult learners and educators will participate in IOs development activities and 13 educators from Partner’s organisations will participate in the LTTA activity.Partners will use PLAN - DO - CHECK - ACT methodology to carry out the project and reach expected results and objectives. Such approach will help partners to continually improve outputs, resolve potential problems and manage IOs development processes. Project IOs will be developed and tested by partners, educators and learners coming from 3 countries, 3 different economies and different backgrounds – this will guarantee flexibility that will allow every educator or learner from any country to use it. Partners planned several needs analysis, IOs development, testing and piloting activities while involving various target groups. To provide high quality results, partners will also participate in 5 transnational meetings and “Ecoeducation and Gamification” workshop.Tangible Project results consist of two intellectual outputs and an LTTA activity:1. GoBeEco Gamification in 4 languages: EN, PL,DE,PT to develop pro-eco habits of adult learners. Using GoBeEco Gamification adult learners interested in having a positive influence on climate changes will have the opportunity to do so. In particular they will: - gain practical knowledge as to what pro-climate actions can be done at specific places they visit (home, neighbourhood, shops, office etc) and be encouraged to take such actions- know which habits they can change and will have concrete directions as to what they can do differently2. Digital Edu Skills Handbook - educators will develop their skills in designing digital tools based trainings or other educational events, especially those promoting and teaching pro-eco habits development. Additionally, educators of all types of organizations can include GoBeEco Gamification in their training programmes promoting ecofriendly behaviours at all social surroundings while adult learners can use the gamification directly for learning & habits development3. “Ecoeducation and Gamification” workshop for partners’ educators - joint learning and exchange of knowledge, experience and best practices between partners educators regarding methods for pro-ecological habits development that can be adapted by educators for life-long learning.Partners plan that min. 50 adult learners & min. 50 educators will change behaviours to pro-eco ones; 175 educators & learners participating in outputs development activities will not only become aware of the need to change behaviours to more eco friendly ones but will become change agents promoting eco friendly lifestyles. Min. 50 educators will learn to design digital tools based educational events, especially those promoting & teaching pro-eco habits development.13 educators from Partner’s organisations participating in the LTTA will develop gamification, facilitation & digital skills and understand the idea of pro-eco behaviours.The potential target groups who could benefit from the project results in partner countries: 4 800 000 adult learners and 380 000 educators.We expect that educators using project outputs will influence relevant stakeholders to include digital solutions in educational curricula, especially when the change of mentality is required as it is with pro-eco habits. Educators from other sectors like VET or formal education will also benefit from implementing the Gamification in their educational programs & using the Handbook to design digital solutions based curricula.

"La actual crisis económica y de empleo en muchos países europeos ha aumentado la tasa de desempleo a niveles inaceptables, especialmente en el Sur de Europa. Al mismo tiempo, los empleadores siguen quejándose de la escasez de habilidades y competencias tales como la creatividad, los idiomas, el trabajo en equipo, el liderazgo o la comunicación. Además el actual escenario de trabajo altamente competitivo de la UE requiere competencias que vayan más allá de las exigidas por las empresas y cada vez más importantes a la vista de la evolución del mercado de trabajo y las necesidades sociales.La necesidad de mejorar la calidad y la pertinencia de las habilidades y competencias con las que los jóvenes europeos abandonan la escuela ha sido reconocida a nivel de la UE y a nivel de los propios países miembros y la urgencia de abordar esta cuestión está acentuada por la situación actual en la que Europa tiene un alto desempleo juvenil y, en algunos casos, serios desajustes en cuanto a competencias ofertadas y demandadas en el mercado de trabajo (EC/EACEA/Eurydice 2012).En los últimos años, el concepto de ""competencias clave"" o ""competencias transversales (CT) clave para la empleabilidad y habilidades para el empleo"" ha ganado protagonismo en los sistemas educativos de la UE. La mayoría de países de la Unión han logrado avances significativos incorporando las competencias clave en los planes de estudio nacionales, definiendo resultados específicos de aprendizaje y desarrollando una serie de herramientas de evaluación para apoyar el proceso de aprendizaje. Pero no sólo es importante incorporarlos en los diferentes currículos a través de las muchas metodologías existentes, sino también trabajar en la concienciación de los estudiantes de EFP sobre la importancia de las CT para la mejora de su cualificación y para su empleabilidad. A menudo, como demuestran las pruebas (Informe Pisa, 2010) los propios alumnos no son suficientemente conscientes de qué son las CT y cómo pueden adquirirse, teniendo serias dificultades para afrontar nuevos problemas y situaciones imprevistas en cualquier contexto. Las acciones de investigación llevadas a cabo por el consorcio durante el proyecto confirman este punto y la necesidad de métodos de evaluación combinados, que no son frecuentes. La investigación confirma también la importancia de que los demandantes de empleo sean conscientes de las CT que ya poseen y las que deben mejorar de acuerdo con el conjunto de competencias que se exigen más en el mercado de trabajo, como única forma de aumentar su potencial de empleabilidad.En este contexto, el proyecto KeySTART2Work ha diseñado un modelo de servicio de apoyo en el que jóvenes y adultos podrán, como punto de partida, obtener conciencia de qué son las competencias transversales y cuál es su potencial, y evaluar y gestionar sus competencias con la ayuda de herramientas de autoevaluación. Este modelo es la base para crear un servicio de asesoramiento de expertos en el ámbito de las competencias transversales que, gracias a las directrices y recomendaciones preparadas en el proyecto, podrán ofrecer a los usuarios una atención personalizada dirigida a mejorar sus habilidades, a través de la formación donde sea necesario y, por lo tanto mejorar los niveles de empleabilidad y de participación en procesos de aprendizaje.Los resultados del proyecto, diseñados y desarrollados en base a esa necesidad existente en el mercado de trabajo son:O1: Informe Europeo de síntesis de buenas prácticas y herramientas de evaluaciónO2: Catálogo de Competencias Transversales clava para la empleabilidadO3: diseño e implementación de una herramienta TIC de evaluaciónO4: Guía de transferencia y recomendaciones para la creación de un servicio de apoyo.El modelo y las herramientas han sido diseñados a lo largo del proyecto y finalmente probados y transferidos a un servicio experimental en la Cámara de Comercio de Granada.Los resultados están disponibles para ser usados tanto por alumnos como por proveedores de EFP y servicios de orientación que trabajen el desarrollo de CT. Los alumnos tendrán la oportunidad de autoevaluarse y reflexionar así sobre la importancia de estas competencias y su impacto en el desarrollo personal y profesional. Los servicios de orientación pueden obtenerse a partir de los resultados del proyecto, los conocimientos necesarios para ofrecer nuevas herramientas y programas de formación que fomenten las CT más relevantes en el mercado de trabajo de la UE. En última instancia también las empresas e instituciones se beneficiarán de trabajadores más cualificados y de una menor brecha entre lo que las empresas demandan y la cualificación de los recursos humanos.A corto plazo, las 6 entidades socias del proyecto, que prestan servicios de formación y empleo, se comprometen al uso de las herramientas KeySTART2Work en el marco de sus actividades. A medio y largo plazo esperamos un uso generalizado del Catálogo y de la herramienta online."