<< Background >>Digital competences for citizens and teachers following DigComp 2.0 - as the current version of the European Digital Competence Framework - are necessary to participate in a more digitalized world following the effects of COVID19. Here, especially low skilled persons have difficulty to stay in the workforce. Furthermore, the refugee and migrant population in the project countries often lack digital skills. In some sparsely populated rural areas of Europe, where access to public services is severely limited, a certain level of digital skills is essential to ensure that no one is left behind. Assisting these who need to adjust their lives starting from a low entry level in a modular course which after an assessment can focus the learning input on the need of the learners is important for equality in upskilling pathways. The project includes the learners with low entry level digital skills as the beneficiary target group in the process of developing a, individualized learning course adjustable to their needs. This course serves as the basis for the curriculum and content also developed as a project result, needed for the digital coaches to assist the low entry level learners of digital skills in their progress and empowerment for the challenges in the digital environment from the start.<< Objectives >>•Identifying needs of low-skilled persons in a low-level access to the use of the internet and PCs to support their learning as their daily lives require and broaden their span of participation.•Defining supporting schemes directed to prepare the learners for the dangers and possibilities of digitalisation according to DigComp 2.0 for citizens: the learners' curriculum and materials to ensure that individualized learning is supported ideally. It is important to support these learners as concisely as possible as most often low entry level digital skills are encountered alongside with not being habituated to personal learning skills. The modules allow for various entry levels chosen after entry testing, beginning with parts of the ECDL qualifications. Therefore scaffolding is needed in the course modules.•Defining counselling, training activities, tools, methods and materials as guidance to low-level digital access to provide as a long term basis support for the trainers: the digital coaches' curriculum and materials. As the digital coaches may not be fully qualified teachers but can be continuing their education along an upskilling pathway after the learners' course modules, pedagogical and methodological basis will be taught along with the means to assess the entry levels for the learners' course. This assures that those with digital interest but lacking a pedagogical background can succeed in this course and become digital coaches if they choose to.•Shaping, developing and testing a system for analysis, diagnosis, and guidance of low-level digital access to assure modular individualized learning which empowers the learners to participate in an increasingly digital world as they desire. With this upskilling pathway, citizens can choose to participate and thereby empower themselves.•The project may not only help the individuals but also small businesses, local and regional governments, training providers, and area developers to further bottom up growth by empowering individuals to participate fully in their lives and where they live.<< Implementation >>The OER resources will be available to all who want to assist low entry level digital competence development as digital coaches. The website containing the information on the project will be available for two years after the end of the project as part of the ABU company website. It contains the means to inscribe into the moodle platform to download all resources in the project languages including English. The partners on their part will make the learning material available on their learning platforms. This will ensure the dissemination of the material.<< Results >>The project results will be the OER resources consisting of the curricula for learners and digital coaches in line with the learners course. Furthermore, the full set of training materials will be available in English, German, Greek, and Spanish. The two courses consist of documents and learning videos in a modular structure for individualized learning. To facilitate individualized learning, a guide to pre-course assessment will be made available. Also, special care is given to ensuring the evidence of learning during the modules.

Most European labour markets are characterised by a coexistence of persistent high levels of unemployment in many areas and bottleneck vacancies in high - growing regions or sectors. Structural mismatches between labour supply and demand are common. Labour mobility across Europe is too low compared to the overall size of the EU labour markets and corresponding active populations, which has the effect of hindering adjustments in the allocation of resources that could support economic and employment growth. Deepening European labour market integration and ensuring effective matching between labour demand and supply is crucial in order to enable all employment opportunities to be exploited. In this respect, mobility not only means going to where the jobs are, or having access to better jobs; it is also associated with improvements in generic and occupational skills and increases adaptability and employability. The aim of the project was to increase the transnational employability by shaping and developing the system supporting the transnational labour mobility and adaptability of employees/workers/individuals in foreign/international environment with the active participation of companies, stakeholders and training providers. The objectives of the project were: - Improving the transnational adaptability of the workforces - Enhancing the competitiveness of small and medium-sized enterprises, through promoting the adaptability of enterprises and workers - Increasing the availability of professional transnational career guidance - Improving the capacity of counsellors and employment & recruitment agencies. The target groups of the project were:1) direct target group: employees working in foreign environment, individuals interested in transnational labour mobility, counsellors, partner organisations and their staff;2) indirect target group: companies and their HR departments, target organisations: VET organisations and institutions, training providers, trainers/consultants of the target organisations; public and private labour actors (employer associations, labour offices, employment agencies).The partnership consisted of 5 organizations from 5 EU countries of different organisations and institutions (NGOs, SMEs, employment agencies). The project partners already knew each other on an institutional & personal level from previous EU partnerships. Each partner coordinated the elaboration of at least one major task, (intellectual outputs, dissemination & exploitation process, quality & evaluation process) reflecting organisational competencies and expertise. Each partner ensured that the project products were provided in their national language & they were responsible for promoting national integration. The partners had capacity, knowledge and competencies to bring in this project and were active in the field of project management, trainings & consulting. During the project implementation four main intellectual outputs were developed:1) Regional Research Analysis Report developed to identify and analyse the national needs in the field of transnational labour mobility and adaptability of employees/workers/individuals in foreign environment and to assist to the development of project outputs and that suitable levels of stakeholder & user engagement were achieved throughout the project (including during end-user validation) in the partner countries2) Model of working with people interested in transnational labour mobility/ support scheme before the mobility and assistance in adaptation in foreign workplace - from the stage of intention to the adaptation in a foreign country. The model is a guide/scheme for those working with these people on the basis of the developed outputs (O3-O4)3) ICT Tool for assessment of capability and readiness for transnational labour mobility/TLM – the ICT tool measures and diagnoses the individual readiness for TLM, providing with accurate information about the areas needed to be developed and improved. The ICT tool can be used by trainers and counsellors in their daily work4) Programme Toolkit - MOBILITY programme aims at the preparation of individuals (employees and unemployed) for TLM & ADAPT - Training programme and materials, guidance for employers focused on how to adapt a foreign employee in new environment, how to conduct group coaching activities and other group and individual activities aiming to enhance the adaptation of individuals/new employees from other countries in foreign environment - workplace, country, culture, etc.LAMOS EU project had a significant impact on the target groups since it enhanced the adaptability of individuals interested in TLM and it improved the capacity of companies in facilitating the adaptation of new employees (foreigners) in their company. It also improved the availability of tools and methods for both counsellors, companies and VET institutions for improving and enhancing transnational labour mobility in Europe.

The main Objective European of Entrepreneurship for Speakers of Other Languages (EUESOL) is to target young adult Migrants (16-40 yrs) arriving across the EU seeking to create a new life through the establishing of new business growth and development within partner organisation countries. The EUESOL Project will provide specialised Entrepreneurship Language Training Skills, Skills Mapping/Mentoring and Specialised Business Planning/Training of new Business Start-Up Programmes. We are developing the project based on results of previous successfully delivered programmes. The project is based on feedback from previous domestic and EU project dissemination and Multiplier Events where we have had requests to combine Language Training, Skills Profiling, Vocational Training and Entrepreneurship Training. Hence the EUESOL Project. It also helps to address the very high unemployment across the EU, in many programme countries BME (both domestic and migrant numbers are high within the unemployment group). Although unemployment is low, between 3.8% and 9.8% the number of BME extremely high within this figure at around 48% of the unemployed, this number increasing dramatically due to the current pandemic, with further rises expected. Also within the UK and partner countries and the number of self-employed BMEs accounts for only around 4% of self-employment businesses, a growth here addressing the predicted 25% - 30%+ drop in EU Economic Activity.Hence, through local partnership working (across project partner countries), we have identified a need for Entrepreneurship support for this target group.Partners have been strategically picked to offer an arrangement of expertise from both the Private and Public Sectors, all who have a vast knowledge and experience in supporting this specific target group. Project will provide a range of Training Opportunities to cover all aspects of Self-Employment and through the array of partners’ expertise offer a full guidance experience leading to a new EU Entrepreneur. Delivery includes the first steps in skills mapping, experiences and aspirations of migrants with a view to them establish their own new business in a selected employment sector and utilise the support of Colleges/Private Trainers/Private NGOs along with use of Government Agencies such as Skills Development Scotland and Job/Employment/Regeneration organisations along with National Qualification/Accreditation bodies to support the project. The EUESOL project will assist in breaking down local barriers within host countries thus bridging business support and local communities through training courses in partners’ languages. We address a number of EU priorities including the “Achievement of relevant and high quality skills and competences” and “Enhancing access to training and qualifications for all” through new and innovative digital (VLE) training materials accessible to all.We will work closely with other VET colleges and adult training providers to establish specific learning materials, much of which will be available on-line and on the Virtual Learning Environment (VLE) which will open doors to a more flexible learning approach. VLE materials will be developed and integrated into 4 * 20 hrs Training Packs:* Developing a Business Idea (Various Sectors)* Finance and E-Business* Commercial Aspects of Law* Environmental Development Skills for Enterprise (This will include following new Government Guidelines to ensure reduced and zero carbon emissions as laid-down by local Government and Government agencies)* Training includes skills mapping of project beneficiaries/individuals to attain suitability for new-business start-upTraining will comprise of encompass BME/Migrant Green Entrepreneurship Language Training Skills, Mentoring and Specialised Business Planning of new Business Start-Up Programmes. Training materials and material assessment materials are aimed at EQF Level 4 and provide a minimum 9 EQF Credit points. Units will encompass an aspect of Skills Assessment. Training materials will be developed as Learning Outcomes to meet all partners’ requirements and allow for further development within ECVET allowing for additional flexibility and mobility opportunities across partner organisation and countries.Partners are addressing specific gaps in training faced by new Entrepreneurs and specifically Migrant Entrepreneurs, we look at the numerous barriers faced by Migrant Workers and Refugees: Language, Business Development, Integration Skills, Support Mechanism, etc. and break down these barriers through the dedicated language/skills training to allow better integration within sectors.Partnership involves Migrant Community Groups (Established and New) to direct the training needs of BME/Migrant Entrepreneurs. Partners have highly trained staff from both Public and Private Sector providing a wide range of training skills including advisors to local Government on Migrant, Refugee matters.

"A vocational degree is a prerequisite for skilled employment and social participation. Work experienced adults without formal degrees (“low or unskilled” workers) acquired in their employment careers valuable knowledge, skills and experiences that remain largely unconsidered and unproductive. Utilisation of this important resource is of high significance for backing up the economy’s demand for skilled labour. It is a key educational challenge to valorise those applicable competences through recognition (validation) and/ or a degree oriented formal training, tailored to the individual needs. Formally low-skilled adults need efficient training offers that are appropriate to their needs and their situation, take previous learning performance into account and lead to a professional degree. The development of such individual training offers is based on identification and evaluation of their applicable professional competences through reliable methods and procedures.The ""ValiSkills"" competence assessment procedure serves this purpose. It was developed in a Transfer of Innovation Project ( 2012-14 ) as a web-based procedure at the example of one profession and in the meantime introduced into further training practice. The “ValiSkills2” follow-up project (2015-17) focused at an essential extension of application scopes and dissemination prospects. For this purpose, it could make use of already exisiting ValiSkills application experience and the expertise from eight former and present project counties. (www.valiskills.eu)High quality application of the procedure and its instruments in the work with low qualified people demands therefore qualified staff. A main goal of the project was the development and allocation of a comprehensive further training curriculum (with teaching and learning materials) for VET experts in competence management. It provides theoretical and practical knowledge for the professional and high quality application of ""ValiSkills"" and other procedures and experience from the European validation practice.Another project aim was the extension of the range of professions and an improved flexibility of the instruments to open new application prospects and to establish sustainable conditions for future further developments. Therefore, technical and service professions were made accessible and instruments (ePortfolio) were designed technically more flexible and user friendly. Characteristics of professions were analysed and defined in terms of action-oriented competence indicators.A third major goal was to transfer the ValiSkills procedure, previously focused at the German further training market, to Poland and to adapt it to the further training demands of this county.The ValiSkills procedure and the accompanying training offer for specialists (competence management) are based on demands of the further training market. It was developed for those needs and jointly introduced by the consortium partners into the training market. Training curriculum and ePortfolio were jointly tested with future applicants. Results could be directly introduced into their daily training activities with low qualified learners."

<< Background >>We are applying for this project as the covid-19 lockdown has clarified the requirement to offer citizens with fewer opportunities other pedagogical training methods than those already established. In the period of online teaching, some students have shown great benefit from being able to participate in safe familiar surroundings instead of being present in a physical classroom. In addition, the project must accommodate for the part of the education-ready population that is not mobile in relation to search education outside their comfort zone. The aim of the project is to strengthen the ability of organizations to be able to offer high-quality teaching in Hybrid Classroom.<< Objectives >>In partnership and through meaningful collaboration we will:Create a clear, sustainable, flexible and robust Learning Path for demonstrating continuous improvement and implementing/managing change.Create a localised platform for managing the change towards Hybrid Classrooms.Provide Information to a range of stakeholders about the project.Develop a Local Learning path in relation to assessing for digital capacity, skills and competences.Ensure greater knowledge and training of Teachers regarding setting up and managing Hybrid Classrooms. Embed the DigCompEdu and DigComp 2.0 (common frameworks), that will make knowledge sharing and collaboration comparable even though learners are placed in different qualifications levels (EQF).Disseminate information about the project to the widest possible target groups across the globe.<< Implementation >>The main activities areChanging and embedded in organization culture and practiceAssessment digital capacity across each partner organization Teacher/trainers training - 75 teachers/trainersStudent training 300 students2 multiplier events Transnational collaboration Dissemination activities according to the dissemination plan.<< Results >>Continuous Improvement plans in place for developing and maintaining Hybrid classrooms.Plan for assessing student and teacher capacity regarding Hybrid Classroom readinessStrategy for implementing Hybrid Classrooms.Roadmaps for CPD for professionals with regard to Hybrid Classrooms.Best practice of Learning designs 300 Students engaged in Hybrid Classrooms75 Trained StaffGreater EU collaboration