"The project “MADE in EU”, which was prepared by five NGOs from four EU countries (Lithuania, Italy, Poland, Greece) aimed to contribute to the goals of the ""Europe 2020"", promoting inclusive growth and cohesive society, through the exchange of best practices, experiences, methodologies and strategies in adult education in order to propose necessary skills and constant knowledge updates for vulnerable groups. The duration for the project was 2 years. The result of rapid change in XXI century is that some particularly vulnerable or disadvantaged groups (long-term unemployed, immigrants, minorities, adults drop out from the labor market, unskilled, digital illiterates, people with psychological distress, etc) are excluded from the market. Many studies conducted at European level show that it is necessary to increase the number of adults involved in lifelong learning, in order to reduce unemployment, social exclusion, lack of confidence in themselves and in the institutions. In order to increase the number of adults involved in lifelong learning, as well as the quality of the training provided, the partners of “MADE in EU” project aimed to deepen and experience in their local contexts, methods and approaches, able to create interconnection between formal, non-formal and informal learning and share best practices, concerning adult education. The partners worked locally to identify small ""vulnerable"" groups of adults excluded or de-motivated to take part in lifelong learning (target groups). Training needs of target groups were identified in terms of key and soft skills: communication skills, digital competence; learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and expression. Obstacles and reasons for which the target groups are excluded or not motivated to take part in lifelong learning were analyzed; best practices and innovative methods in the field of adult education were exchanged and studied (in particular peer to peer approaches; learning by doing and the andragogical model), also presented shortly in the project website, Facebook page, Booklet and the APP that can be downloaded and publicly used by education community."

More than 20 million European jobs are already linked to the environment in some way and as the EU gears up for a greener future that figure is only going to increase. The EU is committed to growing the economy while protecting the earth and its precious resources. Among the priorities laid down in Europe 2020, the EU’s new economic strategy, stress the need for smart, sustainable and inclusive growth. That means building a competitive, low-carbon, resource-efficient economy and safeguarding the environment by preventing degradation, biodiversity loss and the unsustainable use of resources. It is important to stress that green jobs are not just hi-tech jobs for the educated elite. For sure Europe needs scientists, researchers and engineers to develop cutting-edge technologies that will save energy and resources. However, the work is also carried out by people with intermediate level training: Vocational Education and Training, VET. It is essential therefore that these workers get the training they need to exploit the latest green technologies and applications.But according to the Communication from the Commission (COM (2010) 682 final), “An Agenda for new skills and jobs: A European contribution towards full employment”, the problem is not the lack of training, but the need of matching skills supply with labour market needs.In the Commission Staff Working Document (SWD) 2012 92 final, “Exploiting the employment potential of green growth” it is appointed that special attention has to be paid to SMEs and their needs. Often, SMEs are not aware of training schemes offered by private and public training providers and/ or are skeptical about such programs, however, are open to in-house informal training (e.g. tutorship, mentorship, apprenticeship, work-based learning, etc) as a preferential way of recruiting skilled workers.To reach this objective of bridging the gap between green education and green work, it seems more efficient working in a partnership way in order to cooperate, innovate and share good practices. And according to the programme’s guide, as regards vocational education and training, priority will be given to projects developing partnerships between education and employment. That is why we have chosen organizations linked to education (FEUZ in Spain), as training providers (INOVA+ and EEO Group in Portugal and Greece), and organizations linked to employment, as chambers of commerce and industry (COCI Zaragoza and IHK-Projekt in Spain and Germany).The work plan was structured into 8 WPs:WP.1. Management and coordinationWP.2. State of the artWP.3. Mapping green labour market needsWP.4. Mapping green skills WP.5. Strategic benchmarkingWP.6. Bridging the gap between green market labour needs and green skills supply WP.7. Quality control and monitoringWP.8. Communication, valorization and project transfer First step of the implementation phase was the definition of the state of art of policies and measures implemented by the States involved in the project towards the development of the green economy to design the conceptual framework of the same one.The second step wias to identify and gather the current green market labour needs of the companies located in the regions involved in the project. 15 green occupations from the recycling & waste management, transportation & logistics, vehicle manufacturing and agro food industry, wiere selected and their skill profile identified. The third step was to identify and gather the main courses and trainings related to green skills that are being run in each region involved in the project. Afterwards, partners exchanged experiences and identified and gather the best practices to bridge the gap between existing green skills (WP4) and green labour market needs (WP3). These practices were related to traditional training schemes or other more “informal” schemes as e-training, in-house training, a work experience, a work placement, a work-based learning, etc. And the final step was the definition and description of 15 roadmaps, which match the specific company green need with the specific green skill supply.Partnership believes that this project has certainly cotribubuted to promote mutual learning among partners and key stakeholders and enhanced transferability of the most effective strategies to match the green market labour needs with the green skills supply, as well as to support the growth of the green economy by means of adequate and effective training policies and strategies ensuring their continuous adaptation to the changing requirements of SMEs anticipating skills mismatches.

Context: The “ComPass 2016” action was an exchanges of practices “Strategic Partnerships for adult education” with the EU focus “Accessible Tourism for All”. The action has deled with the topics “Health and wellbeing” and ”Intercultural/intergenerational education and lifelong learning”, and “Mi-grants' issues”. Actual accepted is that the design and implementation of “Accessible Tourism for AlL” concepts is the primary base for the future growth of the tourism industry everywhere. An insuffi-cient awareness by tourism promoters as well as on the level of micro and small tourism enterprises is to note towards the personnel skills, qualification and competence requested by the promising “Accessible Tourism for All”. Tailor-made training and continuing education for managers and em-ployees in the tourism industry is important to enable them to cater effectively for guests with special needs and to provide high-quality tourism offers. Objectives: The action’s main objective was to ex-change specific good practices and experiences in qualification and training gained in the action mat-ter respective to the needs of micro and SMEs in the participating countries. The exchange should run on such issues like Job qualification in high-priced quality tourism regions development; Acces-sible tourism, especially for people from ethnic minorities, migrants and in opening up entrepreneur-ship opportunities, and Tourism for 3rd age. Participating organisations: Six partners from Germa-ny, Federal Land Brandenburg, United Kingdom, Czech Republic, Spain, Latvia and Greece were in-volved in this action. They represented Regional Development Agencies, an NGO, a National Universi-ty, and Foundations. Activities: The project partners realised six Bench Mobility (five days each) in Burg (Spreewald/DE), Ostrava (CZ), Santander (ES), London (UK), Riga (LV) and Athens (GR). These Mobility are characterised by visits to representative regional good practices. So, the participants got see by itself on-site solutions how and which way problems were solved. The exchange of opinions, know-ledge and expertise took place most of all in direct personal contacts with these regional stakeholders. At the end, the participants could take at home in practice gained experiences to use in their own activities. All project activities were organised barrier free. Results/impact: The main project impact is summarised in the following statement: “It makes business sense as well as being a moral imperative to think about what can be done to provide a better service for people with a disability. From that perspective it was heartening to know that people are thinking about these issues and the project was an opportunity I think to raise awareness about those initiatives and provide the basis for future discussion.” (Jeremy Barker (UK). Project participant who sees things through the prism of his own direct experience with disability). In total 119 direct beneficiaries and 142 indirect beneficiaries have actively participated in the six Bench Mobility. The project has reached by communication activi-ties like newsletters (subscribers), web sites (visitors), press statements, social median (Facebook, Twitter followers) etc. approximately 6.000 interested persons. The evaluation shows that the main lessons learned are, that in every partner country micro and tourism SMEs have the same difficulties to acquire skilled personnel; the migration workforce in this sector is essential; the micro and SME´s need to be trained to accept and professionally integrate migrant’s workforce and that this workforce needs to be proper trained; that the sector must be open to capitalise from other Human Resources as people with disabilities and be flexible and cooperative in the training process. All results are downloaded in the ERASMUS+ Results Platform. There are different impact levels to note. The direct involved stakeholders got most of all a better and enlarged expertise how the same problems are solved in different European countries especially about how to develop person-oriented service competences and make tourism facilities and services more accessible, by one hand, and practical intercultural, social and civic competences and behaviours by the other. “Mobility within the project were very beneficial for my work in the regional destination company, mainly in terms of practical demonstrations of accessible tourism in Spain and in Latvia.” (Lucie for CZ). The participating organi-sations got a deeper inside and raised expertise in the matter of “Accessible Tourism for All”. Longer-term benefits: The shared good practices on wide aspects in “Accessible Tourism for All” will be in-tegrated into the regional educational systems and in the daily entrepreneurial practise. The enhanced European and Transnational networking of partners created will continue after EU funding and proba-bly lead to other common European projects in this or other issues of common interest.

The INSERT project was a collaboration of 6 European Organisations highly motivated in exploiting the future INSERT outputs and results. The partnership developed innovative tools in order to extend and develop the social entrepreneurship competences of educators/ professionals working in organisations who provide support to migrant populations. Thus assisting them in the long-run, by promoting social entrepreneurship to low-skilled and low-qualified adults with a migrant background, as an alternative pathway for their self-sustainability. The development of these social entrepreneurship competences have been achieved through an extensive ToT programme, provided through both the means of an e-learning tool and complementary classroom training. The ultimate goal of the project has been to develop an informal network of “social learning e-centres” for educators/ trainers/ professionals working with migrant adults, through which the trained educators have been involved in engaging new peers to follow the training programme using the same capacity building mechanism. Future educators are now equipped with social entrepreneurship skills, to be used as a basis for further training low-skilled adult migrants on entrepreneurship in the context of social growth.One of the challenges encountered for the further development of social enterprises, is the lack/inadequacy of entrepreneurial skills. Although social entrepreneurship increasingly gains interest among entrepreneurs, there is a significant lack of awareness around social enterprise principles and on social enterprise creation. Entrepreneurial education is not yet sufficiently integrated into the education system and most people lack the skills necessary for entering the modern business landscape. To respond to the above needs, the project built on the competitive advantages that arise from social entrepreneurship particularly in the new economic context that calls for inherently flexible approaches to create social impact through self-sustainability. The objectives of the project were the following:• To enhance the background and knowledge of educators / professionals in social entrepreneurship fields, which will facilitate them in the long run to develop social entrepreneurial skills to learners with migrant background, • Improve the supply of high quality learning opportunities in the field of social entrepreneurship tailored to the needs of both educators with no prior relevant knowledge in the field, as well as of low-skilled adults with migrant background.• Increase the capacity of educators / professionals as trainers of trainers in social entrepreneurship • Promote the social entrepreneurship spirit and raise awareness on the alternative pathways to pursue self-sustainability• Increase labour market relevance of learning provision and qualifications and reinforce links among the world of social entrepreneurship with adult trainers and, ultimately, with migrant learners.The primary target group of the project were educators/trainers and professionals working with adult migrants in organisations providing social and educational support to migrants. The project also targeted Municipal Authorities, NGOs, Adult learning Centres, diaspora associations, and other relevant stakeholders. The project’s innovation and added value lies in the very fact that it did not merely seek to train trainers on social entrepreneurship teaching methods and practical thematic knowledge, through the means of an e-tool. The project went beyond the mere e-learning and training of trainers scheme as it incorporated the innovative set up and activation of the network of informal social learning e-centres for educators/ trainers/ professionals working with migrant adults, through which the trained educators are now involved in engaging new peers to follow the capacity building programme using the same capacity building mechanism. The validation and certification of the acquired skills of educators through the project´s non-formal learning activities has also equipped them in offering high-quality teaching on social entrepreneurship both to new peers and potentially to migrants.Through the INSERT Project:*over 25 participants tested the capacity building course and social learning e-centres digital tools.*over 700 participants have benefited from project activities i.e pilot testing etc.*50 participants have successfully completed the capacity building and social learning e-centres programme*Over 50 new peers have been engaged and trained by selected educators during the social learning e-centres programme*Over 200 participants took part in the awareness raising events*Over 19,555 national and EU Stakeholders have received information about the e-tool*Over 50,000 persons have been reached via newsletters,leaflets, posters, web platform of project.* Over 32,599 stakeholders and beneficiaries have been reached through dissemination and exploitation activities.

According to Europe 2020, in a changing world the EU needs to become a smart, sustainable &inclusive economy, in order for the Member States to deliver high levels of employment, productivity &social cohesion. Despite this strategy & the hard efforts of Europe to recover from a severe economic crisis, unemployment rates are still high, especially for the countries affected by European debt crisis. Taking into consideration that more than 99% of all European businesses are SMEs that provide 2/3 of the private sector jobs &contribute to more than half of the total value-added created by businesses in the EU, the critical role of SMEs in achieving the Europe 2020 strategy becomes more evident. However, SMEs have had to navigate a difficult economic terrain in recent years leading to poor performance in indicators such as number of enterprises, value added, &employment. On the other hand, lots of studies show that even within the current economic conditions, there are still companies, which show a remarkable yield, way above the average of their sector, and it seems that they get a benefit from the crisis and make use of chances and changes. Why? How? Numerous studies &reports identify that targeted training, exploitation of financing opportunities, internationalisation, improvement of business environment, investments in innovation & new technologies, productivity &resource efficiency plans, are considered critical factor of growth &development. But, again, what makes an SME capable to perform well in these factors? What is the secret of success of those SMEs that, despite the trend, manage to excel? This question is what the proposed project tried to investigate, believing that the answer should reveal the secret of success, lying under the internal management system adopted by the SME “stars”, should reveal the specific needs of SMEs, in terms of internal capabilities, that, when satisfied (via training, among other plans), a viable future & even growth should be ensured. In order to achieve this ambitious objective, an in-depth analysis of the management systems attributes was necessary & was offered by the various standards, models & tools that are or can be applied to SMEs which include bits & pieces of the complete picture of business “excellence” & business “potential”. Within the scope of the proposed project, the complete list of attributes identified in this way should help to develop a questionnaire: (a) to serve as a field research tool for the identification of the “secrets of success” of the management systems of SMEs &(b) to serve as a self-evaluation tool (after the completion of the project) for SMEs in order to regularly identify areas for improvement, a desk & field research conducted for the identification & analysis of common attributes of successful & non-successful examples & key success factors of successful SMEs & skills & competences & organizational knowledge necessary for the accomplishment of the key success factors identified & a modular e-learning VET program for employers &employees was developed in different steps for the staff. The main project objective was to analyse powerful tool & flexible training program that should manage to link the market needs with the training offered, in a way that should allow effective use of resources (people, time) & clear connection of training with business results. In order to achieve these objectives a flexible but representative & of high expertise partnership, composed by organisations from Italy (2 organisations), Greece, Spain, Portugal; Bulgaria and Polandhas been formed.Besides the assessment tool and the VET activities, the team of the 7 organizations also aimed at developing a culture of self-assessment and continuous improvement in the SMEs community and to create long lasting impact to SMEs and their employers and staff, individuals and entrepreneurs, by upgrading the designed outputs to management tools, regularly applied in order to identify and address areas for improvement in the internal business function.