In today's labor markets, which are living exponential transformations that have a cross-cutting impact on practically all sectors and occupations, continuous training, c-VET, becomes a key tool. Training gaps have a quantifiable negative impact on the employment opportunities of workers, and especially in people with a lower educational level, who are exposed to almost twice as likely to be unemployed with the economic and social loss that this implies.Law 30/2015, which regulates the vocational training system for employment in Spain, already included among its aims to promote lifelong training for unemployed and employed workers to improve their professional skills and their employment itineraries and training. Thus, numerous agents, ranging from public institutions to providers of continuing and occupational training, work to offer adequate responses to current training demands.Some data show a clearly improvable panorama. For example, in Spain, the tendency to participate in c-VET has decreased (by 15% between 2017 and 2018, according to FUNDAE data), and stands at 7.4% for non-formal training (INE data). In addition, those with lower qualifications participate to a lesser extent, which also affects their levels of employability. Some other EU countries show even lower rates, like Bulgaria (2.5%), Greece (4.5%) or Cyprus (6.7%), according to Eurostat data, 2018.Experts call for updating the scenario of c-VET and in-company training because low participation is identified with training topics out-of-date from the reality of the new working scenarios, and with the use traditional and unmotivating methodologies for the profile of low-skilled people.One of the elements that most affect the success of a training initiative aimed at workers and unemployed people with lower qualifications is the pedagogical approach and the applied methodology. Andragogical approaches and methodologies for experiential and creative learning are placed at the centre of the stage to enable the design and delivery of innovative, motivating, and c-VET that allows the development of the so-called transversal skills of the 21st century (problem solving , communication, critical thinking, etc.)The ELMET project tries to contribute to the development of innovative and updated c-VET opportunities by developing a set of resources, in the form of a complete TOOLKIT that enable c-VET trainers and experts to design and use the educative Escape Games (including digital escape rooms) as new active learning methodology to develop the key abilities and competences requested from the Changing Working environments.The project main target group are trainers of employed and unemployed people (specially low qualified, long term unemployed, migrants, etc.) and of active professionals that want to recycle their skills and competences to new working environments.ELMET project objectives are:- To innovate in the field of c-VET by supporting trainers in the design, delivery and evaluation of active learning methodologies.- To facilitate the application of Escape Rooms, including fully digital ones, for the development of skills and competences necessary for the jobs and occupations in the digital era.- To support c-VET trainers in the acquisition of competences, skills, knowledge and resources for the use of active learning methodologies.- To raise awareness on the need of modernising the delivery of c-VET schemes to adapt them to new labour and learning scenarios.- To improve the quality of the training offered to vulnerable workers and unemployed people so they are motivated and engaged to the learning process.ELMET TOOLKIT for the design, delivery and evaluation of experiential learning programmes will offer a complete set of ready-to-use resources, including: - A training course on the design of escape rooms: specific for the continuous training field.- A guide to support each of the stages that comprise this learning methodology: design, implementation, facilitation and evaluation.- A guide to support the creation of 100% digital-based escape-rooms.- 3 ready to use escape rooms in offline version and 3 ready-to-use escape rooms in online version, focusing on the 3 main transversal topics identified among the needs of active workers or unemployed people (i.e. new digital working environments, green transversal skills, 21th century soft-skills (creative and critical thinking, effective communication, teamwork and collaboration in intercultural environments).ELMET seeks to make a significant impact on current training practices, equipping c-VET professionals with practical resources based on innovative methodologies. We believe that the use of the project's tools will help to generate motivating (face-to-face and virtual) learning spaces for the most vulnerable student profiles, and that, in addition, the project's results are easily transferable to other educational levels.

More than 91% of the UE´s territory is “rural” and about 56% of the EU population lives in these areas. A new demographic change is taking place in Europe, defined as “counter urbanization”: a lot of people, attracted by the environment and the quality of life, they move from urban to rural areas that are becoming increasingly more accessible thanks to the new public transport infrastructure and ITCs.Transform@ project has as an objective to foster innovation and business spirit in rural areas by the increase of digital skills and electronic commerce through training. The e-commerce provides the opportunity to establish new and original business and facilitates setting up services and products where they were not available before.Therefore, Transform@ is based on the need of enhancing the economic activity and the creation of employment in rural areas, and the strong belief that electronic commerce and the “online” shopping represent an interesting opportunity for the settlement of these zones.In the digital era, strategies such as e-commerce may increase the competitiveness of rural areas, avoiding depopulation and becoming zones with life and work opportunities. In addition to this main goal, the project has also the following additional objectives:•Improve the digital skills and e-commerce abilities of people;•Increase the employability and business spirit in rural areas;•Facilitate the transition of young people to labour market through training.To do so, the TransForm@ partnership has created the following intellectual outputs: •“Training on e-commerce in rural areas”: an online training course on e-commerce in rural areas;•“E-commerce in rural areas Serious Game”: an online game which aims to refine the abilities on e-commerce at international level through a gamified training strategy. The project has been promoted by the Department of Trade, Employment and Tourism of the Regional Government of Alava. Besides them, 2 entities specialized in innovative pedagogies and learning (Media Creativa and Virtual Campus), 2 non- profit organizations which work in the field of entrepreneurial training and offer training to those special target groups with difficulties (IED and MIS Foundation) and a VET center (CVO Antwerpen), which is one of the biggest in Belgium and whose training offer include secondary education, VET training, language course and business training comprise the partnership of the project. More than 35.00 people have been reached by direct and indirect dissemination mechanism put in place (presentation, dissemination in social networks, press notes, multiplier events in each country..) More than 300 young people from partner countries have tested the game and 118 experts have validated the training.The website, translated into 6 languages of the partnership, has around 2500 visits and the Facebook page has about 184 followers, while the visits to the game are above 500 downloads and the access to the web (338 times has been the game downloaded and 214 times has been accessed online). Likewise, there is a YouTube channel where Good Practices are shown in a video format, recorded in the frame of the project. The evaluation of the outputs, that were presented in a final conference that 80 people attended, have been very well assessed by the target groups and potential users. Besides, the partnership shows a strong commitment to continue working on the sustainability of the project, to include the training course and the game in the training offer and to disseminate the project in different events the partner organizations participate.

The tourism sector is one of the key sectors of the European Economy. With around 1.8 million companies, primarily SMEs, which employ approximately 5.2% of the total workforce (around 9.7 million jobs, with a significant number of young people between 16-35 years old), European tourism industry generates over 5% of EU GDP.In recent years, the sector is witnessing wide and fast changes, which affect a business fabric in which a special polarization is taking place. On the one hand, consolidated companies, formed by highly experienced personnel; on the other hand, new companies, driven by young entrepreneurs, who, in spite of not having specific experience in the sector, enjoy other skills and abilities, increasingly valuable in the new business context.B-MENTOR Project seeks to gather the potential and knowledge of both groups through a work-based learning approach (WBL), applying an innovative methodology based on mentoring strategies: Bi-directional mentoring and mentoring circles.Bearing in mind the objective of stimulating as well as facilitating innovation, employment, entrepreneurial spirit and labor mobility in the tourism sector, facilitating a flexible and work-based learning, we have developed two main products.1. B-MENTOR Model for tourism sector, conceived as a methodological framework to facilitate the application of bi-directional mentoring methodologies in the different context of Vocational Education and Training (C-VET). 2. “B-MENTOR Training Toolkit”, a set of resources and training tools structured in three types of resources:- A training course aimed at training future mentors, in which key concepts about mentoring as well as bi-directional mentoring are worked on. Through this course learners will be able to become familiar with the main concepts that define this methodology. - A set of practical tools designed to facilitate the organization, supervision and evaluation of bi-directional mentoring sessions. - A set of micro-pills in video and podcast, related to different key topics for tourism sector such as internationalization, market research, business management, customer service, or the importance of ICT.Moreover, the presented toolkit has a triple use: -As a resource guide for Vocational Training Centers.-As a self-instructional learning guide for future mentors-As a roadmap for trainers who want to use mentoring, and more concretely, bi-directional mentoring, as learning methodology. The project has been driven by the Department of Trade, Employment and Tourism of “Diputación Foral de Álava”. Apart from this institution, two entities specialized in the field of pedagogical and educational innovation as well as in mentoring techniques (Media Creativa and KZCA) and three non-profit business entities that work specifically with the tourism sector (CNA, Nevsehir and HMA) participate.Around 20,000 people have been reached through direct and indirect dissemination mechanisms implemented in the framework of the project: presentations, dissemination in social networks, press releases and dissemination events hold in each country. More than 70 experts in C-VET, Tourism sector and WBL have participated in the validation of the model, while more than 100 workers have taken part in the testing of “B-MENTOR Training Toolkit”.The project website (https://www.b-mentor.eu), translated into 5 languages, has about 2,500 visits. Moreover, followers of the project on Facebook reach almost 400 people.(https://www.facebook.com/bmentorproject/)Products were presented at a final conferenced attended by 50 people together with the most representative stakeholders of Training and the sector of Tourism. The evaluation of the products has been very positive: the recipients and potential users have valued the products very positively, showing their firm commitment to continue working on the sustainability of the project, adding the training and the b mentoring methodology in its training offer and spreading the project in the events in which these organizations participate.

"European Commission has set out as one of its main goals to create a Digital Single Market, where citizens and businesses can access online goods and services. The Digital Single Market Strategy will simplify consumer rules for online purchases, make data protection, copyright and telecom rules for the digital age. In the same context, digital literacy can enhance consumers’ ability to profit from new digital goods and services, as acknowledged by the OECD report: “Consumers’ ability to fully profit from digital content products provided electronically depends, to a great extent, on their knowledge and awareness of the digital environment and of their rights and responsibilities. How such digital competence could be enhanced through education and awareness raising initiatives is a challenge for all stakeholders”. However, despite the clear benefits and interest on promoting the Digital Single Market, there are some important barriers from the citizens perspective. Consumers want reliable, trustworthy, easy-to-use services that deliver information or other products and services in a way that doesn’t result in costly mistakes or damaging misjudgements. And they also need to count on the necessary skills to access, understand, assess and make an informed decision on consumption. Additionally, another pressing priority that stands out at the EU level is the need to develop Digital Competencies for all, that is ""to develop the digital skills to ensure that all citizens are active in our digital society"". In this sense, the development of these competences will also help combat digital exclusion, which is emerging as a widespread and growing phenomenon in the European Union. Within this context, DIGConsum projects main objective is to contribute to the empowerment of adult Europeans by providing them with digital competences in the field of digital consumption. Additionally, the specific objectives of the project include: - To create OERs addressed to European adult population and their trainers, reducing the gap on digital competences for consumption. - To develop a training path to be used and adapted by any adult education practitioner interested in providing training in the project topics. - To provide a common framework for development but also assessment of competences of digital consumers, valid at the EU level. - To bring new technologies to all citizens and develop new pedagogical and training approaches and resources that allow reducing inequalities in access and participation in ICTs in non-formal education. DigConsum training will be designed to fulfil the following learning objectives: - Learners will be able to search, filter and assess information on goods and services online, and to follow a responsible and sustainable consumption. - Learners will be able to identify and verify reliable and non-reliable sources on advertisements and commercial communications. - Learners will be able to manage their own digital identity online, including their privacy and own data protection. - Learners will have the ability to participate in collaborative economy platforms and to share information with other consumers in the digital market. - Learners will understand and be able to use copyrights, licences and contract on digital products or services. Project transnationality is one of the key aspects of the proposal. Achieving a European Digital Market requires from a transnational approach to the analysis and also solutions given to EU citizens. The DIGCOM framework for consumers provides a starting point for adult education practitioners to develop adapted paths and training resources in the field. Project partners represent different national contexts that provide the project with insights from those diverse realities, trying to include those countries over or closer to the EU average on digital consumption to those with lower rates."