Internet and wireless technology are changing the digital economy and will revolutionize every commercial sector, disrupt the workings of virtually every industry, bring with it unprecedented new economic and work opportunities and create a more sustainable low-carbon society to mitigate climate change. With the process of digitization Industry 4.0 emerges which refers to the fourth industrial revolution that creates gaps in productivity and changed people’s behavior throughout the world. Industry 4.0 is the transformation of the whole industrial production through the application of digital technology to the traditional industry.As studies have shown we are in the midst of a significant transformation regarding the way we produce products thanks to the digitization of manufacturing. This encompasses a wide range of communication between human-human, human-robots, robots-robots etc. as well as gaining an immense load of data. Both activities are at a more detailed level based on sensors and their activity. Sensors are and will be embedded into every device and appliance, allowing them to communicate with each other and users, providing up to the moment data on the managing, powering, and moving of economic activity. Already, 14 billion sensors are attached to resource flows, warehouses, road systems, factory production lines, the electricity transmission grid, offices, homes, stores, and vehicles etc. By 2030, it is estimated there will be more than 100 trillion sensors connecting literary everything.The Wireless-UP! project recognizes the shift in the digital economy and Industry 4.0. It thus has developed a new vocational module which contributes to the further strengthening of key competencies in VET curricula in the electrotechnical sector according to the needs of the Industry 4.0 and Digital Economy. Alongside the module, a new toolkit for VET students and learners was developed to facilitate the gaining of new skills. A skills benchmarking model in form of local and transnational competitions helps to assess and compare the skills of VET students and learners from different countries learning the same module. The base for the development of the WirelessUP! Training Module were the “Recommendations for local implementation of smart systems in VET for industry 4.0”. The aim of it was to provide a baseline for implementing an educational framework of the Wireless-UP! training module. The methodology helps understanding current and future labour market demands, how it will shape both the need to re-skill the current workforce and vocational training for young people and helps to formulate skills development in the electrotechnical sector. Following a defined methodology, the partners have identified altogether 28 occupations and 39 courses/subjects within the occupations in five partner countries which are suitable for implementing the new Wireless-UP! Training Module. The Recommendations offer a detailed description of the level, duration and key competences of identified qualifications and for each qualification the level and learning outcomes of identified subjects. The Wireless-UP! Module is thus made of three parts: Internet of Things: Sensing and Actuator Devices, Connecting Devices to IoT via Wireless Mesh Networks and Implementing Wireless Technologies in Automation Systems with a duration of the 45 school hours which equal three ECVET credit points. The Module is accompanied by the Wireless-UP! Toolkit offering both theoretical description and practical exercises for VET learners and students. The practical exercises are design in form of projects using IQRF, Arduino MKR1000 and RaspberryPi which support the theoretical part. Theoretical content and practical exercises are also available at Moodle platform as e-learning materials. In addition to the Wireless-UP! Module, the Wireless-UP! Trainers Guidebook supports trainers and teachers in the development of effective training as well as in the development of transversal competences along with the professional ones. It offers a range of instructional cards as a series of methods and exercises for the capitalisation of professional and transversal competences, mainly creativity, communication and commitment and sustainability. In order to test and exploit the results of the project, project partners have organised pilots of the Wireless-UP! Module and train the trainer events. At the training events more than 50 teachers, trainers and mentors have participated, whereas more than 100 VET students have participated in the piloting in the 5 VET schools. In order to assess and compare the acquired skills, partners introduced local and transnational competition as a form of benchmarking. Competitions offer a wide range of potential benefits. They help the participants to develop technical and soft skills that are crucial for their career progression. The developed module will be implemented in the regular vocational education partner schools.

"The European Union Council Resolution on a renewed European Agenda for Adult Learning highlighted that “much more remains to be done in relation to targeted learning for migrants”. The general objectives of SIGE is to support the social inclusion of low skilled people with a migrant background or belonging to a minority by contributing to the development and increase of a flexible blended gamified learning offer. In particular the objectives of SIGE are:- Research the needs of the low skilled people with a migrant background or belonging to a minority in relation with key competences and with how flexible, blended and gamified learning offer could deal with these needs.- Explore the educational potential of Gamification and game-based learning as an innovative instrument for enhancing active participation, engagement and inclusion in education and in society- Design an innovative blended upskilling learning course tailored for low skilled migrant or belonging to a minority that integrates game-based mechanics and game thinking to turn the learning process as a whole into a game as well as practical apps and tools to use games as part of the learning process- Design an innovative modular blended upskilling learning course tailored for low skilled migrant or belonging to a minority that integrates game-based mechanics and game thinking to turn the learning process as a whole into a game as well as practical apps and tools to use games as part of the learning process and that allows for the recognition of prior knowledge- Empower adult educators working with low skilled adult with a migrant background or belonging to a minority to use Gamification and game-based learning to deal with diversified groups and improve the quality of their teaching practiceWe aim at reaching these objective by implementing the following main activities:- Desk and field research to increasing knowledge of the local context in terms of education needs of migrants and people from disadvantaged background, thus obtaining a working environment fertile to the improvement and innovation of existing educational practices. The outcome can be used not only by Adult Educators, but also by other professionals, policy makers, stakeholders.- Creation of IO1 Adult education course ""Upskill through Gamification"", a blended course that aims to provide a unique gamified learning opportunity for people with migrants background or belonging to a minority to upskill and enhance their key competences and foster their integration and inclusion into society and the labour market. The course will be implementatedat the local level in each partner country.- Creation of OI2 “SIGE handbook for Adult Educators working with low skilled people with a migrant background” to support adult educational staff working with low skills people with a migrant background or belonging to a minority in using game-based elements and app in their teaching- Project Management and Dissemination, are also crucial in order to guarantee the correct and effective performance of the activities envisaged and ensuring that they are properly disseminated to the external audience.- Creation of SIGE network for cross-sectoral cooperation at the EU level focusing on Gamification for adult learners, that will gather the participating organizations of the project, accepting also any other stakeholder interested and aimed atSIGE is expected to impact on several levels:- At local level we expect to register the greatest impact, adult educators will in particular get acquainted with innovative methodologies to teach and foster the integration of people with fewer opportunities, in turn becoming active agents of similar new initiatives. The local migrant community and minorities will in be motivated to engage in adult training.- At the regional and national level we expect to see an increase and innovation of the educational offer for migrants at the regional and national level. More and more subjects, even among fragile ones, will be included in lifelong learning activities. The contribution of associated partners and stakeholders can encourage, at this level, a positive change also in terms of public policies able to support the integration of migrants into education.- At european level, thanks to the creation of SIGE network for cross-sectorial cooperation at EU level other European adult organizations and NGOs will be able to learn about our project, access the blended education course and adapt them to improve and innove their activities. This will develop a greater sense of belonging to Europe, the creation of new transnational projects and synergies and the development of new teaching paths with an international scope."

CONTEXT AND BACKGROUND. In 2015/16 high numbers of asylum seekers entered the European Union. This challenge requires different instruments for fostering their long-term integration. Mainly instruments are focused on the satisfaction of basic needs. But for a long-term and sustainable way of integration and for reducing the risk of exclusion and the related social problems on one hand and using these resources for reducing the lack of qualified employees on the other an early access to preparation and training for the job-market is essential. Frameworks for the process of recognition as refugee and integration are compulsory in the European Union. Based on those standards transfer of experience and knowledge about appropriate methods of integration in the CVET should be a benefit for all: the participating and involved organizations as for the refugees as well. The European Union tried to establish obligatory rules for the distribution of asylum seekers but in reality some European countries do not accept them. Showing in the good practices that integration in the job-market works also in countries with economic problems is a benefit for Europe.The main OBJECTIVES have been the collection of good practices showing appropriate measures for the integration of asylum seekers/refugees in the CVET and at least in the job-market. It based on an exchange of good practice in study visits and in written documents. They have been evaluated in terms of efficiency, sustainability, transferability and quality. For having comparable results and facilitating the reading of the booklet common templates are used. For understanding the good practices in the national and regional context country analysis of all partners’ countries have been provided also.For facilitating the access to the booklet general information has been translated in all partners’ languages.Beside of this main objective regional and European networks of organizations dealing with the integration of refugees have been established.All of these activities have one common aim: to expand and to improve the activities undertaken for the integration of asylumseekers/refugees in the further education and finally into the job-market. THE PARTICIPATING ORGANIZATIONS: We chose 7 partners out of 7 countries presenting a range of different kind of VET/CVET providers, adult education centers, NGOs and university dealing with the integration of refugees in the job-market. The partners’ countries are those which receive numerous refugees and which are meeting the challenge to integrate them. Some of the partners collaborated in former European projects others are new. All partners are experienced in projects and are well integrated in networks. This made way to a very balanced approach and allow for a maximum possible target group.The MAIN ACTIVITIES of the project have been(o) Collection of Good practices: The partners visited different organizations and gathered all the information about the good practice in a common template. The good practices have been evaluated by the whole partnership and 40 of them have been chosen for being published. Some of the good practices have been visited by the whole partnership in study visits.(o) Development of country analysis: An overview on the situation of refugees, the legal frameworks and the offered measures for their integration in the participating countries has been compiled using a questionnaire for getting comparable results (resources: national reports and UNHCR).(o) Development of booklet and accompanying information In the overview of GP we recognized the very different approaches. Considering that later users may be interesting in specific ones we decided to organize the GPs not per country but per category. We identified 7 relevant categories. Overview by country, editorial and closing words completed the content of the booklet. To facilitate reading and understanding of booklet one page of general information and overview has been translated in all partners’ languages.RESULTS AND IMPACT:Finally 40 good practices out of the 7 countries have been selected concerning the different categories. These categories show that for different steps in the process of integration different approaches are available and useful. The good practices organized in these categories and the country analysis have been published as a booklet on the website and distributed to good practice providers and stakeholders. The booklet is accompanied by general information translated in the partners’ languages for facilitating the access.This collection of best practices fosters the efforts and identify possible barriers to educate and train refugees and to integrate them in the job-market. It helps to network under the aim to develop successful measures in a good quality and to make possible the transition between different stages of guidance, training and job.

PROMOTING DIVERSITY ORIENTATION IN ADULT EDUCATIONAdult education institutions offer their services in a changing and diverse society. Therefore, students and employees in adult education organisations come from heterogeneous groups. The goal of DivCap was to promote inclusion and diversity in adult education (AE) at two levels: at the personal and organisational level. Support structures were established in AE institutions to enable them to successfully deal with the diversity within their organisations. In this way, a contribution to anti-discrimination and inclusion was made, and equal access to AE offerings was promoted. DIRECT TARGET GROUPS and participants were staff and managers of AE organisations. During workshops, case studies and pilot projects, in each of the 7 partner countries two organisations and their staff were involved. INDIRECT TARGET GROUPS were disadvantaged learners, in particular adult migrant, who were the final users benefiting from the more inclusive access. Furthermore, through a variety of dissemination activities, involvement of stakeholders and key persons in the field of AE and related areas, in total more than 43.600 persons could be reached.Undertaken ACTIVITIES and RESULTSKnowledge of and awareness for diversity issues was enhanced at two levels. At the level of staff in the involved organisations, the goal was to improve the personal competencies of the employees in dealing with diversity. Here, an “Applied Diversity Awareness (ADA)” workshop was tested in three pilot workshops. This ultimately resulted in a modular curriculum. The modular design aimed to meet needs in different settings. The approach of the workshop design is to deepen the cognitive understanding of diversity through concrete personal experiences; learning was initiated through different exercises, the “Diversity Walk” (a field visit) and reflection sessions. Profound work was furthermore completed at the level of the organisation. Here concrete measures to promote inclusion and diversity at an institutional scope were implement. In each country, the partner organisations worked together with a second educational institution that was committed to making concrete progress in enhancing diversity. This means that across Europe 14 educational institutions were involved in total. In the first phase, a special questionnaire was developed to analyse the organisations in terms of their diversity orientation. The questionnaire consisted of several subsections, which cover relevant areas for determining the diversity status. Additional to the English version, the questionnaire is available in Croatian, Dutch, German, Greek, Italian, and Spanish.The questionnaire and further models were used to conduct case studies to analyse the organisations in terms of their diversity orientation. The reports contained the findings of the analysis and recommendations for the implementation of concrete measures. These recommendations addressed different areas such as mission statement, human resource development, employee competences, or public relations. The most important results were summarised and used to create a tool kit for the analysis of an organisation and initiation of change processes. The tool is available in the form of an online tutorial on the website.In the second phase, concrete measures were implemented in pilot projects. The results of the change and learning processes in the 14 AE organisations were documented in reports. In the documentations, the processes were described as well as good practice examples, developed tools, lessons learnt and statements of persons involved. Different categories were pointing to areas where concrete measures were implemented: Human Resources, Structural change, Diversity competences of trainers, Diversity sensitive public relations and Adaption of educational offers. Furthermore, a video series was created, portraying 7 institutions and showcasing how each of them addressed the respective topics and the experiences they gathered on their way to becoming more diverse and inclusive. The experiences and findings in the 14 institutions were then distilled into overarching principles for the implementation and design of diversity processes in educational institutions. Guidelines for diversity processes were developed, as well as recommendations of managers and staff. All reports and handbooks can be found on the DivCap website. The video series was published on the DivCap YouTube channel. This will ensure that AE institutions across Europe, that are interested in introducing diversity orientation, can profit from the experiences gained. All tools and checklist, generalizable recommendations and guidelines as well as the curriculum of the ADA Workshop, were tested and are available for other organisations for transnational use. Furthermore, the structured documentation of the workshops, case studies and pilot projects serve as inspiring examples for other organisations.

Facing the energy problems after the war and new ways of work and life due the Covid-19 restrictions, the EU direction of green and digital transitions seems even more urgent than ever before. The double transition, however, requires also individuals to upskill or reskill. While qualifications and degrees from initial education and training play a key role in Europe, alternative credentials, are increasingly seen as a way to add to, and/or reform, existing qualifications systems. Microcredentials (MCs) are frequently portrayed and promoted as a new way for individuals to build their own skills-profile (portfolio) by collecting and ‘stacking’ learning in a flexible way, at their own pace and according to their own priorities. The general objective of the project is to reinforce the link between EU and non-EU countries of South-East Europe (Western-Balkans) through the analysis and definition of MCs in VET in order to support the relevance, accessibility and responsiveness of VET institutions and systems to changes on the labour market. Partners will define the MSc in partner countries and try to apply a common definition with standards and key principles for their design including their portability. Based on the definition, partners will design a joint course in from of a MC in the sector of engineering, specifically in 3D printing technology with a strong integration of employers in the design of learning outcomes. The new joint course will be tested in each country on a sample of VET students and learners with an accompanying mobility of VET teachers and trainers in the form of a Train the trainer event. During the definition and design of the MCs, partners will have peer-learning activities (PLA) with a large number of VET teachers, trainers and experts in order to share experiences and knowledge about MC and their development, curriculum design, and integration of employers in the development process in VET.