<< Objectives >>The general objective of the project is to enhance digital literacy and skills in people over 65 years old and boost their autonomy in using and manage mobile devices and their apps.The specific objectives are: to offer efficient education and training to elderly learners in digital mobile literacy; to implement an on line course open source to help educators and volunteers that aim to support elderly in digital literacy; to develop an app of virtual assistance targeted on elederly users<< Implementation >>Analysis of the direct beneficiary target (elederly over 65 yars old), their needs, challenges, motivations, limits.Workshop to develop learning contents and methodology for a digital course open source addressed to educators and trainers for the digital mobile literacy of senior users. Local pilot classes to validate implemented contents and methodology and monitoring impacts on learners.Implementation of the Digital course Development of the app of virtual assistance and testing on learner<< Results >>On line Course open source for educators and trainers to provide the skills, methodology, language, teaching material targeted on over 65 years old learners and efficient successful.A mobile application for virtual assistance to senior users to help them to overcome their difficulties in managing a list of the apps more helpfull for their daily life. The main expected impact is an empowerment of seniors in the digital transition that will improve their life with helpfull services.

Due to recent social changes (migration, mounting poverty, etc.), health services, promoting qualified, safe and social inclusive service by competent health workers (doctor, nurse, healthcare social worker, midwife) within vocational education. Educational needs gradually become more important, and call for need for profession-specific content, and social changes call for inclusive education and training. In addition, sustainable update, consolidation and deepening of knowledge is needed. This requires health professionals to maintain lifelong learning.Human crisis emerged as a result of migration crises has following effects on providing health services: • Misinformation in terms of communication with disadvantaged groups as a result of complex or deficiency of training content towards disadvantaged groups. • No specialized training content of social work skills development and communication while providing health services to disadvantaged groups• Health professionals are aware of social changes but there is no intervention guidelines while working with disadvantaged groups• Social inclusion issue requires specialized training while providing health service to disadvantaged groups • Regarding social integration and psychosocial state of disadvantaged groups, it is of utmost importance not to expose social exclusion while receiving health service.Currently, health professionals who do not have such a training background need specialized training content. For this reason, there needed to be a training tool with open source code in European level prepared for health professional to enhance their social work and communication skills. Project team developed an “Audio-visual catalogue: Training Tool of Social Inclusive Skills for Health Professionals.” There were 4 partners in this project and were from Turkey (the coordinator), Latvia, Ireland and Czech Republic. Project outputs were developed in partners’ languages, and intellectual outputs of the project shared and will continue to be shared with health institutions displaying same profile. There were 5 workpackages with 3 intellectual outputs (report, curriculum and video). First and last workpackages lasted throughout the projects, whereas 2, 3 and 4th workpackages were technical ones followed by 4 transnational meetings of which the first one was kick-off, and others aimed to monitor, discuss and evaluate project activities. As a result of this project, public and private hospitals, professional associations, health centers, community organizations, public and private centers of training in public health settings, indirectly migrant and disadvantaged groups were targeted. Their social inclusive skills in assisting disadvantaged groups were improved. Their entrepreneurship and professional skills were also be developed.

There is ample evidence that young people all over the world are facing up to the climate change challenge. Global demonstrations in September 2019 were largely organised and led by young people demanding action. However, protest alone is not sufficient to address the climate change challenge. Action is needed on an individual and collective level to change peoples habits; to adopt more environmentally friendly patterns of production and consumption; and to find solutions to the climate change challenge we all now face. Education has a critical role to play if the protests of young people are to be leveraged into action and youth work in its many formal, informal and non-formal interventions is the perfect starting point to set the challenge to today's young people to think of solutions to reduce the many pollutions that contribute to the pace of climate change.Aims:1. To promote quality and innovation in youth work by building the skills of youth professionals to support them to address climate change issues in their formal, non-formal and informal learning/engagement activities2. To empower young people by building their critical thinking skills especially where climate change issues are concerned3. To promote entrepreneurship/social entrepreneurship by presenting the climate change challenges that face our society as business opportunitiesObjectives:1. To introduce challenge-based learning in youth work by modifying and transferring existing learning resources about WebQuest development to a youth work setting in a climate change context2. To develop a collection of challenge-based WebQuest learning resources that address a number of critical topics that address the climate change challenge3. To develop a bespoke entrepreneurship/social entrepreneurship curriculum specifically addressed to young people that supports them to find sustainable online/offline business solutions in a climate change contextTarget Groups:1. Front-line youth workers working in formal, non-formal and informal settings2. Young people who are interested in accepting the climate change challenge and trying to instigate change3. Young people who are interested in the business opportunities that the climate change challenge presents

"The project ""Development of digital skills of the unemployed aged over 50"" was a partnership project, implemented from 01/10/2016 to 31/05/2018, as part of the Strategic Partnerships for adult education.The aim of this partnership project "" Development of digital skills of the unemployed aged over 50"" was:-exchange of experiences on effective ways of breaking down digital barriers and raising the competences of the unemployed people aged 50+,-development of a training scheme in the overcoming digital anxiety and the use of modern technologies in everyday life and while looking for and applying for a job. Organizations involved in the project :-NAVICULAM Sp. z o.o. (formerly Biuro Obsługi Inicjatyw Europejskich Sp. z o. o.)- the company has been operating since 2001; specializes in adult education, NAVICULAM has extensive experience in the implementation of trainings, workshops and projects on social topics, which aims are: development of professional competence of employees of public employment services and social assistance institutions; professional activation of the unemployed; improving the social and professional competences of the community of disadvantaged people; reintegration of these people with the labor market and their inclusion in the community; vocational trainings; NAVICULAM operates in the whole country and also participates actively in partnership projects with a European dimension;-AKLUB -The Center of Education and Counseling is an educational non-profit organization; founded in 1997 in the Czech Republic, in the city of Krnov; provides training services: professionals and experts (teachers, vocational counselors, trainers of social activation, psychologists); disadvantaged groups (unemployed, disabled, at risk of social exclusion, people 50+ and others); AKLUB also takes part in national and international projects on the idea of lifelong learning, development of educational methods, coaching, e-learning, integration programs and others;-Nevelők Háza Egyesület, NHE (English name: Educators’ Centre Association, ECA) -one of the most important non-governmental organizations in Hungary, founded in 1993, which works for the development of civil society; supports numerous projects and public institutions in the city of Pécs, in cooperation with local government; ECA conducts trainings and educational programs; the association provides services for non-governmental organizations in the Citizens Information Center; supports the Regional Center for the Family and Equal Opportunities of the Baranya Region, Volunteer Center of the Baranya Region;-The Elephant on Learning in Diversity -Dutch consultancy agency, expert in the field of strategy and innovation in adult education and social change; organizes workshops and presentations on innovation, lifelong learning, project development and the knowledge-based society; also organizes training seminars and on-line support; advises organizations in the Netherlands in the field of strategic policy and innovation, as well as in the field of project management and the use of the European dimension of LLL.Activities implemented in the project:-examining the situation of people aged 50+ on the labor market, their level of digital competence, access to modern technologies (desk research);-recruitment of participants;-investigation into the cause of the non-use / use of modern technologies to a small extent by people aged 50+ and the analysis of the impact of digital exclusion on their situation on the labor market;-development of the model and conducting a pilot training for representatives of the target group;-organization of a conference closing the project and disseminating the results of the project;-dissemination activities (creating and running a fanpage, preparing newsletters, etc.).Results and impact of the project:-exchange of experience between partners from different countries;-examining the situation of people 50+ on the labor market, their level of digital comptenece, access to modern technologies, identification of programs existing in partner countries, supporting the development of digital competences ;-investigation into the cause of the non-use / use of modern technologies to a small extent by representatives of the target group, and the analysis of the impact of digital exclusion on their situation on the labor market-development of the pilot training model increasing the level of digital competence level of unemployed people aged 50+; -conducting a pilot training for representatives of the target group;-improvement of the digital competences of unemployed aged 50+, taking part in pilot training - acquiring competences to the extent enabling the use of digital technologies in everyday life.Long-term benefits are gained experience and the possibility of using a training scheme improving digital skills, inclusion in other trainings elements for using modern technologies, according with the developed model."

"<< Background >>In an era of advanced technology, human interaction is become less and less frequent. Tasks like doing your grocery shopping, managing your finances, making travel arrangements, accessing information, and communicating with people has all moved to the digital realm. This has led to a reduction in face-to face communication with people daily. This move may have had little impact on Baby-Boomers, Generation X and Y who grew up in periods of little or none of the technology available today, who sent letters instead of emails and played board games instead of video games. Those generations have adapted and moved with the technologies around them. However, it seems the impact of a more technological driven society has been quite different for Generation Z. Often deemed “digital natives”, Gen Z (born between 1995 and 2010) have grown up in an environment where technology is readily available, high speed internet was the norm and social media platforms are the primary form of communication. As this generation begins to join the workforce, it is becoming apparent that they often lack the soft skills required to be effective in the modern workplace (Tulgan, 2018). By soft skills for employment, we are referring to skills like good communication, time-management, problem-solving, punctuality, a good work ethic – all skills that professionals today may take for granted, but that could be real obstacles to employment for young people today.Research presented in ‘Gen Z @ Work’ (Stillman & Stillman, 2017), states that 37% of Gen Z's believe that technology has weakened their ability to maintain strong interpersonal relationships and develop people skills. Through the Workplace Preparedness Study, commissioned and published by McDonalds in 2018, employees of the fast-food chain who participated in the study stated that they valued the soft skills of their colleagues more than their hard skills. The study engaged over 6,500 employees in McDonalds, and they rated the soft skills of problem-solving (95%), teamwork (94%), verbal communication (94%) and being on time for work and having good attendance (94%) as being the most valued soft skills for colleagues to have. This survey also found that in most cases, Gen Z learners only gain these skills through their first job and cannot learn and cultivate these skills through school and social settings.Roles and opportunities in the jobs market are evolving, the importance of hard skills has shifted. Although hard skills are still necessary, the importance of soft skills is becoming more and more visible in the labour market. A survey, called the Global Talent Trend Survey, conducted by LinkedIn (2018), found that 82% of organisations said that soft skills are more crucial to the success of their company than hard skills. However, 62% of Gen Z’ers think hard skills are more important than soft skills for employability (LinkedIn, 2018). This survey also showed that 61% of organisations believe Gen Z employees will need extra support in the development of their soft skills in the workplace.Soft skills, also referred to as transversal skills, are needed to help employees to be more adaptable and resilient to possible changes (World Bank, 2018). The OECD (2019) have outlined a framework for soft skills, called “the Big 5 Domains”, looking at the 5 areas of soft skills: Task Performance (achievement motivation, responsibility, self-control, persistence), Emotional Regulation (stress resistance, optimism, emotional control), Collaboration (empathy, trust, cooperation), Open-Mindedness (curiosity, tolerance, creativity), and Engaging With Others (sociability, assertiveness, energy). Gen-Quest will explore each of these 5 areas and will design a suite of active learning resources that will support Gen Z learners, and the youth workers who engage with them, to develop their skills under these 5 themes. The GENQUEST consortium will address these competences using a WebQuest methodology.<< Objectives >>Supporting youth employability is a core objective of all EU Member States in the aftermath of the pandemic. Young people have statistically suffered the work job losses through pandemic-induced closers of sectors. Young people are typically engaged in economic sectors where informal, low-skilled jobs are most common – including retail and the tourism sector in our countries. To provide young people with every possible chance to succeed in the post-pandemic economy, partners feel that in their role of supporting the progress and wellbeing of young people in Europe, that we have an obligation to support young people in our networks to develop the soft skills they will need to succeed in the modern workplace.Research published on TechTarget (2020) states that making a meaningful contribution to the world is important to GenZ, and that young individuals expect to have their input welcomed and respected and are less tolerant of authoritarian working environments. In the workplace, research tells us that GenZ employees expect greater flexibility; seek authenticity and truth in their work; are more motivated by the desire to contribute to something meaningful in work, etc. While this is the ideal for GenZ employees, most of these young people realistically will not find employment that offer these conditions. Even in modern workplaces, while there are advances in organisations having a purpose, being more diverse, offering more work-life flexibility and being mindful of individual needs and desires of employees, even the most progressive and open workplaces, required employees to have well-developed soft skills so that they can work effectively as part of a team, be motivated and conscientious enough to work independently on tasks allocated to them and trouble-shoot and solve problems as they arise. GENQUEST partners believe that these transversal skills that are key to employability are basic competences that all employees should have and that GenZ often lack. It is for this reason that this project will dedicate itself to supporting young people to develop these skills so that they can attain employment and begin building their purposeful careers. In this way, GENQUEST is responding to the needs of our target group of young learners so that they can develop the soft-skills they need to access sustainable and meaningful employment opportunities.WebQuests were chosen as the format for these resources because they are inquiry-oriented activities which encourage learners to engage in collaboration and team-work exercises, and to develop their creative and critical thinking and problem-solving skills through completing the proposed challenges. The format of the resources in themselves will support young people to develop some of the key skills they require to support their employability; however when focused on the targeted subject of developing their soft skills, these activities will be developed to create authentic and deeper learning experiences for Gen Z learners, which will appeal to their interests in seeking truth and authenticity in their experiences, while also supporting them to enhance their transversal skills that employers value. As such, through these innovative learning resources, the GENQUEST project aims to bridge the gap between Gen Z and the needs of the labour market by increasing their soft skills; but it is also significant that the education model chosen to deliver these educational activities will also align with the learning preferences of young learners. While this project will prioritise soft skills for employment, through using the WebQuest methodology, our aim is also to foster independence in learning among our youth target group, so that they can be informed, well-rounded and confident European citizens, able to make the most of social, civic, and political life, as well as supporting their employability. These are the primary outcomes that the GENQUEST project team would like to achieve.<< Implementation >>The project workplan has been built around a phased methodology comprising interlinked and overlapping design, development, testing and implementation actions. GENQUEST is a result-oriented project and at each phase tangible results will be developed. While the two main target groups are front-line youth workers, who will be the primary beneficiaries of the proposed in-service training programme, and young people, who will reap the benefits of the new WebQuests to support their employability, in reality, both the professionals and learners engaged will extract significant benefits from all proposed project results.To support project development at local level, each partner will establish a stakeholder forum comprising key youth service providers, employment support organisations and business representative bodies. Having this composition of representatives in these forums will be beneficial to youth workers, as they will learn the real-needs of employers in terms of the soft skills that young employees should develop; and also beneficial to employers who will gain insight into the motivations and desires of Gen Z learners and potential employees. These forums will play a pivotal role in the development process supporting the work of partners by testing and validating all prototype resources produced. The forums will meet on a regular basis throughout the project duration and will act as local advocates for the project within the sectors they represent. Bringing representatives of business and youth development together is an important added value and it is expected that these forums will endure after the project has ended.The planned new challenge-based resources will represent a considerable addition to the lexicon of available employment readiness resources. In total, 50 WebQuest learning resources will be provided addressing a broad range of competences. These new resources will be available as an open educational resource in 5 partner languages. As all challenge based materials will be produced in media-rich formats - integrating short instructional videos and quizzes where appropriate, and accessible through the project website which will be optimised for mobile-use - the potential impact of this resource will be significant. Innovative soft skills training resources can only achieve the desired results if they are supported by appropriately trained youth workers. Partners will design and produce a bespoke in-service training programme for front-line youth workers addressing 3 key skill areas that have been identified during research conducted to inform this proposal. As this in-service training will address issues like online learning, developing employment-related soft skills and the use of challenge-based educational interventions the demand for this training will continue into the future as all of these issues become more and more mainstream.A project website will be developed by FIP. This website will function on a wide range of mobile learning platforms and will be populated with the innovative WebQuest challenges. This website will also host all completed WebQuest challenges as a reference to support exchange of best practice and will provide access to the social media pages of the project to help build a sustainable network of youth workers who complete in the in-service training and young people who complete WebQuest challenges to build their key transversal skills and competences. The project Facebook page will be embedded in the project website so that youth workers and young people who use these innovative training materials can post and share the results of their Quests on the project Facebook page, and this can be shared by youth workers and young people in all partner countries. In this way, the website will facilitate the intercultural networking of young people and youth professionals.<< Results >>According to McKinsey (2019) the gap in soft skills that Gen Z employees currently possess, and the soft skills that employers desire, comes from this generation’s need to find the ‘truth’ at the root of everything. As such, they seek authenticity in their conversations with others, and may appear to lack the skills to understand and adhere to the nuances of established workplace etiquette. Gen Z learners also seek authenticity in their learning experiences. Authentic learning motivates them, as they see a real and lived outcome from their educational effort. It is for this reason that the GENQUEST project proposes to use WebQuests to develop the key transversal skills in young people that will support their future employability. Based on our plans, partners have agreed to developing the following core project results: Result 1 – A suite of 50 WebQuests to build Key Soft Skills for Employment - WebQuests are a structured learning experience that use links to essential resources on the internet and an authentic task to motivate learners’ investigation of an open- ended question for the development of individual expertise. Effective WebQuests involve a process that transforms newly acquired information into a more sophisticated understanding. The best WebQuests inspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes. WebQuests are frequently described as 'scaffolded' learning structures to support learner performance beyond their capacities. The WebQuest challenges that comprise this innovative learning resource will address ""the Big 5 Domains”, that were identified in the OECD report (2019) and will specifically support Gen Z learners to develop their soft skills under the following 5 themes:(1) Task Performance (achievement motivation, responsibility, self-control, persistence);(2) Emotional Regulation (stress resistance, optimism, emotional control);(3) Collaboration (empathy, trust, cooperation);(4) Open-Mindedness (curiosity, tolerance, creativity);(5) Engaging With Others (sociability, assertiveness, energy).Embedded in the resources will be strategies and actions aimed at developing key transversal skills like: - digital competence- learning to learn- critical thinking and problem solving- negotiation and team-workThe primary target group of the project are young digital natives who have mobile technologies embedded in their daily lives. Designing bespoke game-based educational resources that can be directly accessed on smart-phones and other mobile devices significantly increases the chances of making a lasting impact on the target group in all partner countries and building high-value transversal skill sets that are much sought after in the labour market.Result 2 – In-service training programme and learner manual – The in-service training will place a significant emphasis on working in new dynamic, online learning environments and explore the different roles of youth professionals in these environments. The proposed new media-rich and interactive resources will potentially bring a wide range of new educational environments into the learning process especially smart phones, other mobile devices and social media platforms and partners need to ensure that all youth service providers are:- comfortable working with the new WebQuest resources in these non-traditional learning environments;- fully bought-in to the benefits that online learning can bring;- fully aware of the risks that pertain in online environments;- able to safeguard against possible negative factors associated with online learning.All partners will localise the new training resources to ensure that they are culturally appropriate in their local environment and translate them into their local language. All partners will also pilot the youth worker training and the WebQuests directly with members of our local target groups."