<< Background >>Consortium has identified following problems:P1/3. Consequently, young people leaving the schools or high studies too soon appear as school dropouts and this mechanism works even more when the economic system is unable to absorb the young labor force.However, early school leaving, even if it involves an individual responsibility,is related to dysfunctions in the school and the education system, which is unable to carry the young people sufficient levels of training, with the goal of opening access roads to employment:school failure appears as a consequence of the failure of the education system itself and requires a reflection on its organization and direction.P2. Low quality and efficacy of career guidance causes a low level of interest in choosing a type of schooling or studies by young people. While planning their education, young people take into consideration the information from media, Internet, and their peers. In effect, 20% of students are not satisfied with the chosen secondary school (CBOS 2011). According to researches conducted among lower secondary school students (KOWEZIU 2012) about 30% of them took into consideration: convenient setting of the school (good transport connections); opinions of their peers, families or teachers. And only 20% of school students based their decisions upon current situation on the labor market.P4.Lack of a complex tool for careers diagnosis. On a current market there is no system that would enable making a complex diagnosis in an easy and quick way without the necessity of using a set of different psychological tests. The aim is to create a diagnostic tool that would consist of 8 multidimensional layers, combined in a one, consistent system. Thanks to using career tree, which makes the questioning more individualized, the examination administered with the use of the system will be quick, and will ensure reliability and accuracy of the results, at the same time. The main target group of the project are secondary and vocational school students (with their parents) as well as post high educations youngsters having problems with decision about the professional career. The students/youngsters and adults will follow different paths of their examination consisting of questions tailored to their age and life situation. The decision about “branch” of the career tree to be followed will be made on the basis of the answers given to introductory questions. It means that the choice of further questions as well as their form will follow from the introductory examination.PARTNERS NEEDS-Offering high level career guidance to youth-Possessing modern tool for career guidance-Increasing the level and quality of offered courses and education materials-Cooperating with partners possessing great expertise in career guidance and developing on-line<< Objectives >>The main aim of the project is to raise the quality of the process aimed to define capacities, aptitudes and professional interests of secondary/VET/high/post-high (youngsters till 26years) students and adults, and conducting career guidance and career planning through creation of a modern (standardized on a representative group) modular system for analysis,diagnosis and education guidance of career that would support the work of career counselors.The main reason for this project to be implemented is to integrate in the educational sector the option for students to learn about different jobs and fields and to assess their skills and abilities in order to make an informed decision about their future career.The goal of the project is to make available in Norway, Poland, Greece and Italy a free, online tool that can be accessed by any student/young that has an Internetconnection and that can help to underline their strengths. This kind of assessment is rarely present in the partner countries educational system, so the usefulness of such a tool would probably have impact both in higher educational institutions and in the labour market. If students have an informed opinion starting from high school about their strengths, weaknesses and what standards have to be met for specific jobs, their decision about university should be easier to be made and after finishing their studies, it would be easier for them to get a job in the field they studied for. The main result of the project will be online tool - for high school and post-high schools students/youngsters until 26 years old (especially those having problems with decision aboutthe professional career) as well as vocational advisors, psychologists, HR staff which will help to diagnose the profile of candidate.The tool will consist of at least 8 modules which will be updated, adapted to new partner's countries and translated into national languages.Online tool - combined with project website will be main source of all project outcomes, as it will help with:- project dissemination,- exploitation of the project's results- building the cooperation with schoolsThe main aim of the project is to raise the quality of the process aimed to define capacities, aptitudes and professional interests of secondary/VET/high/post-high (youngsters till 26 years) students and adults, and conducting career guidance and career planning through creation of a a modern (standardized on a representative group) modular system for analysis, diagnosis and education guidance of career that would support the work of career counselors.The system will consist of min 8 modules:1)professional interests2)structure and values3)personal capacities,4)temperamental aptitudes,5)cognitive6)interpersonal7)business and enterprise skills,8)possessed qualifications<< Implementation >>Consorcium will implement activites listed below:IO1.Model of predispositions and leading competencies for professionsIO2.Modular system for diagnosis, analysis and education guidance of career - elements/layers of online toolIO3.Graphical and technical design of the toolIO4.Methodical guidebook for career counselorIO5.Practical manual for teachers and vocational advisors - usability of the tool4 Transnational project meetings C1.TRAIN THE TRAINER: Training for vocational advisors - usability of the toolE1.The multiplier event pursues two main OBJECTIVES:a. Present all outputs and encourage stakeholders to use them.b. Foster discussion and communication among VET and businesses and discuss new trends and approaches.With these aims, the event is addressed at the following stakeholders:a) VET teachers in public education system, vocational advisors, coachers,b) stakeholders: public authorities responsible for education systemc) possible indirect target group -teacher in general education, adult education or academic teachers, HR staffIndicative agenda:a) Welcomeb) Challenges of skills mismatches in Europec) Presentation of project outcomes and resultsd) Presentation of short term impact based on implementation of the tool in high schoolsAt least 2 months before the event will take place task leader + dissemination leader + Leader of the project define final agenda of the event as well as roles' division and presentationsfor the event. There will be official invitation prepared, published on partners' websites, project official website social medias as well as sent to all possible stakeholders and partners ofthe consortium members.<< Results >>• Number of the evaluation questionnaires completed by evaluators and target groups and the appreciation rate of the end-users who took part in the pilot testing,• Number of schools/VET centers/Training institutions participating the pilot testing,• Number of schools/VET centers/Training institutions participating in validation,• Number of people taking part in pilot testing of the system• Number of people taking part in validation,• Number of institutions directly or indirectly involved in the project by the end of the project periodQualitative• Increase involvement of schools/VET centers/Training institutions in offering high level career guidance services, in the process of improvement of methods of career guidance.• Increase the readiness of schools/VET Centers/Training institutions having in their offer career guidance, to include new technologies, systems into process of career guidance.The long term indicators: Quantitative• number of institutions who declare the exploitation of the system on the daily basis,• number of psychologists, career counselors who declare the exploitation of the system on the daily basis,• number of training organizations/schools/universities/labor offices/ companies who declare that the system would help them to enrich their guidance,• number of local/regional/national organizations involved during or after the project completion as the result of their interest in the project and its results,• number of people/organizations/schools/universities/training institutions/VET Centers involved in the dissemination events organized during or after the project completion.Qualitative• Increase of satisfaction of people using the system, concerning career guidance and education support given with the help of the tool;• Increase of knowledge of people using the system (psychologists, career counselors) concerning difficulties that young people are facing while entering the labor market;• Increase the readiness of universities/secondary schools/labour offices/career guidance companies/training institutions/VET Centers, to include new technologies into process ofcareer guidance;• Increase of the awareness of necessity to improve career guidance services among institutions that have in their offer such activities.Actions which will be taken to measure the indicatorsDuring each activities undertaken during the implementation of the project, partners will gather all information, which can be used to measure quantitative indicators e.g: number ofpeople/institutions taking part in testing process, number of institutions that will be informed about project activities and show their interest in project, number of different sorts of reportsprepared during the project etc. During the testing of the system, all institutions/people taking part in it, will also fill some questionnaires with qualitative questions about their opinionabout the system (its usefulness in the future, and didactic potential), about their readiness to use it/ including it in their training offer etc. This will allow to measure qualitativeindicators.Some representatives of target groups will be questioned on their level of skill, knowledge, experiences, expectations both at the beginning and towards the end of the project. Allindicators will be measured on regular basis, so that to make sure that all planned results are achieved in proper way.

<< Objectives >>•Described a new occupation. For organizations working with many youths, the title E-coach can be a position in itself or part of a job description •Raised recognitions of youth workers, by developing new educational pathways and new innovative ways for working with target group give better status. •More vulnerable youths are reached and given support since the E-coaches will reach youths that have their main activities online and provide E-coaching for employability & personal development<< Implementation >>-Develop a curriculum for E-Coach training which meets the demands for Micro-credentials, including assessment strategy. -Develop a complete training program based on developed curriculums and Micro-Learning approach, including necessary training materials -Design an E-Coach Learning Experience Platform, where training program is accessible, opportunity to enrol training, One-Stop-Platform for resources to further develop the role of E-Coach. -Work for European impact.<< Results >>-A curriculum for E-Coach training-A description for how the E-Coach training fits the Micro-credentials requirements-A complete training program based on developed curriculums-The training program available as eLearning-A complete toolkit including necessary training materials for E-Coach training-A European E-Coach Learning Experience Platform, where training program is accessible if you apply and enrol.-A resources centre for further learning and development of the role of ECoach

<< Background >>Software Testing is a process intended to detect errors or gaps early in the software product and solve them before delivery of the software product as well as to check whether the actual software product matches expected requirements. As software products are an integral part of our life, Software Testing is becoming more and more important, being one of key phases when developing any software. Properly tested software ensures reliability, security and high performance which further results in time saving, cost effectiveness and customer satisfaction. Software that does not work correctly can cause many problems like losing money or time - or even worse injuries or death. Software Testing is continually evolving to meet ever-changing business needs as it adopts new tools that allow the tester to push the boundaries of quality assurance. This trend was reinforced since the Covid-19 pandemic that transformed the way of working, pushing everything online and so making the reliance on software products more important than ever.The Global Software Testing services market size is poised to grow by 29.84 billion $ during 2019-2023, according to a new report by Technavio. This indicates that the demand for software testers is growing and job opportunities are boosting. Even so, the Report “The Global State of Software Testers” (2016) points out that there is a relevant shortage in Software Testers, identifying Spain, Portugal, Germany and Poland (countries of the participating organisations in this project) as the countries with the lowest percentage of software testers among 100 000 inhabitants globally. To reduce this shortage, there is need to train new professionals and to encourage newcomers to enter into IT sector. Unfortunately, both on the training and syllabus levels in the field of Software Testing there is currently a huge gap between what is needed and what is offered. The current material is often obsolete or out of touch with the industry’s reality. There are a lot of different short courses on software testing tools, yet no available validated and structured training pathway (i.e. VET course or postgraduate studies). Therefore, the educational offer in this area is limited, not adapted to the real IT market requirements and, what is more, not suitable to train the newcomers. This hinders the possibility of training new software testers and blocks numerous job opportunities available.<< Objectives >>In the light of above considerations, the present project – Software Testing Academy – arises from the ambition to contribute to these emerging challenges by creating an Inclusive Academy for training Software Testers. Our goal is to develop personalised training courses to equip future software tester with the right set of hands-on and up-to-date skills to respond to the market demands. The courses will be projected to be integrated into existing VET offerings or to serve European community as a stand-alone VET training.We aim to train people that do not have experience or background in IT and thus turning them into an asset for companies that need IT technicians. As a result, their professional opportunities will be enhanced. We will particularly target recent graduated, unemployed, women and people from disadvantage background. To this end, the Testing Academy Project has the following specific objectives:-Creation of personalised training model for future professionals working in Software Testing;-Set up of a European Academy and learning tools (platform, materials, resources, etc.) that provide up-to-date training courses on Software Testing;-Promotion of the motivation towards lifelong learning, especially for vocational training of people who wish to enter the labour market of testing services, especially amongst unemployed adults, migrants and other people from disadvantage backgrounds;-Raise awareness on the job opportunities within Testing area for everyone.<< Implementation >>The Software Testing Academy project is a 32-month collaborative project that combines both agile as well as systematic and progressive implementation methodology in order to achieve efficiently the goals pursued, to deliver expected outcomes at the highest quality, to maximise the project’s impact and to ensure transnational outreach of the project results. The project action plan will be implemented based on the following implementation phases:1.Design of innovative training model2.Development of training materials, tools and platform3.Training implementation and validationFurthermore, the methodology of the Testing Academy project will follow a bottom-up and participatory approach, which means that all decisions and activities will be based on the information obtained from the environment, with the active participation of representatives of testing sector and other project target groups. Thus, the project will directly involve the project beneficiaries, that will collaborate in all stages of the project ensuring this way that the project develops educative resources and tools tailored to their needs.<< Results >>4 Project Results are expected to be achieved during the development of the Project:(R1) Software Testing Educational Pathways for Newcomers: it will outline the innovative training model for newcomers that want to develop professional career in software testing, defining the demanded skills and knowledge required by Software Testing professionals.(R2) Training materials and resources: the training materials for each training pathway will be adjusted to the individual necessities of the learner, and therefore, there will be a variation of the content and the pathway approaches. This way, the agile learning method will be followed. They will contain dynamic, engaging syllabus that cover different levels of knowledge, provide hands-on experience and cater the individual learner at the same time.(R3) Online learning platform: the platform goes far beyond the idea of learning being confined to courses and can be seen rather as a type of library, providing learning materials tailored for individualised training pathway of the learner. In consequence, the platform will be a powerful and flexible tool for learning and collaborating online.(R4) Training courses: the training courses be online and self-directed, but learners will also have support from an agile learning coach, who will do a follow-up of the learner and carry out a continuous assessment if necessary.Moreover, 5 Multiplier Events are planned. The main goal of these events is to disseminate the project and its innovative methodology in all the partners countries.In addition to the foreseen Intellectual Outputs and Multiplier Events, the most relevant expected results of the Testing Academy project are:•Innovation development and co-creation by collaborative transnational networking within consortium: it includes the creation of a European Academy and a European Learning Platform that provide training and resources to everybody who wish to develop a professional career as Software Tester. •Exchange of best practices and training: it will increase the knowledge of the partners on the learning needs and priorities within testing area and will enhance future professional’s skills to enhance their career perspective (at least 250 future professionals will be trained during the project).•Dissemination, information and awareness rising: it will promote motivation towards lifelong learning (especially for VET education among unemployed adults, migrants and other people from disadvantage backgrounds) and will create and validate the innovative training model as well as rising awareness on the job opportunities within testing area for everyone.

<< Background >>Digital financial literacy (DFL) becomes an increasingly important aspect of adult education for the Digital Age, especially in a COVID-19 hit world where women find themselves among most vulnerable groups due to she-cession, their withdrawal from labor markets around the world. Therefore, Partnership behind the #FLIGHT seeks to develop digital finance skills of Eastern European female expatriates for their better socio-economic inclusion into host communities, financial independency, personal growth and resilience as well as sustainable saving and investment patterns in Digital Age. If You are women, she-cession makes it even bigger priority to manage Your own income, savings, insurance, investments and other economic activities in smart and safe way. Digitally and financially literate women are more skilled, resilient and self-confident, and therefore more successful in securing safe and sustainable financial future for themselves, their children and families, thus reducing their poverty risk. With the help of #FLIGHT they will be able to have a higher level financial sophistication to make effective use of fintech products & services, avoid miss-selling, frauds such phishing, hacking or romance fraud, unauthorized use of data, discriminatory treatment and other costly mistakes. Economic behaviors of expatriates are highly dependent on the economic maturity of the state they come from, their individual financial literacy skills, the accumulated wealth, and the socio-economic policy measures hosting country imposes. For these reasons, the countries of the EU have quite significant structural differences, with the citizens from Eastern European member states or those outside the EU exhibiting poor diversity in the structure of the financial assets. This is determined by painful historical experiences of post-soviet societies. The digital financial market instruments are still a source of concern and fear for many, and they are choosing investments that can be grasped and made easier to understand, e. g. real estate or low-interest bank deposits.With its 1st objective, the #FLIGHT is about to improve overall DFL of Eastern European female expatriates, especially settled down in outnumbered ethnical communities in geographically remote areas in Scandinavian countries. Four training curricula (intellectual outputs) will be developed; on DFL improvement for participant personal needs and/or self-employment (IO1); on investment, especially eco/sustainable/green one, and on increasing one’s level of personal risk tolerance via online Personal Risk Tolerance Test (IO2); on digital identity safety and fraud, with an innovative tool for romance fraud simulation, based on human psychological patterns (IO3).All the above-mentioned curricula will undergo intense piloting in line with the methodology of the Help club (IO4), an informal network for female expatriates’ emotional support through sharing and caring as well as teamwork in practising saving, investment, self-employment, networking and other economic activities. The 2nd objective focuses on providing Eastern European female expatriates with better opportunities for their smoother socio-economic inclusion into host communities via linguistic support that will be provided as networking and piloting in local official languages. The combination of digital financial training along with practicing local official language makes the #FLIGHT deliverables unique and innovative, making female expatriates ready for the flight to the more financially secured future.<< Objectives >>Unsatisfactory economic conditions, insufficient local wages or even unemployment takes many of Eastern European women abroad as so-called economic migrants. Although working life in Scandinavia or Germany is among the most regulated in Europe, Eastern European workers are also here marginalized, invisible and to various degrees exploited. Their jobs are often poorly paid, poorly regulated, monotonous, dirty and sometimes dangerous, a study from Nord University (Norway) shows. And those who feel satisfied with, often live in ethnically-closed communities, in small apartments together with many others. In addition, the language barrier often makes it more difficult for them to be informed about opportunities for better employment or non-formal/informal adult education. If they eventually learned the language, some jobs are simply not available to Eastern Europeans. They are seldom called for interviews, and they seldom receive answers on their job applications. Eastern Europeans are for instance not viewed as suitable for customer service jobs, the field mostly dominated by women, Norwegian researchers point out.Economic migrants are expected to work hard and settle for little. Anyway, they manage to meet their own financial goals. However, their financial preferences remain poor, with realty as the top-notch for secure against inflation. By the way, Lithuanians stand out here for not diversifying their investments and directing them only to real estate. According to economists, this is a result of poor financial literacy in post-soviet countries. During the Soviet occupation, it was more difficult to buy one's own home, so when such an opportunity arose, people rushed to take advantage of it and were more sceptical about, for example, gold, artworks or securities with higher price fluctuations.Project outcomes will result in overall changes in Eastern European female expatriates socio-economic behavior because of their higher level of digital financial literacy, DFL, that will be achieved through 4 intellectual outputs.●Female economic migrants will develop sustainable DFL patterns, leading to their financial independence, self-employment practices, and more diverse saving tools & investments, including stock market, mutual lending platforms, alternative vehicles such as artworks or antiquities, etc.●Digitally and financially literate women will find themselves more confident, resilient and safe in on internet and other online platforms.●A Help Club, a female platform for practicing DFL skills, will provide participant women to show up as financial governors/managers, administrators/money counters, advisers/consultants, etc. Some of them hopefully will start their own individual entrepreneurial practices.<< Implementation >>The project will develop four intellectual products:IO1. DFL for personal needs and/or self-employment (course/curriculum –training scheme). Theoretical part will include fixed and variable expenses, digital tools for money management (apps; spreadsheets; bank reports, etc.); local taxation; commercial law basics, saving schemes and its diversification; retirement planning; loans and mortgages; factoring; wills and inheriting, etc. Leader – Germany + co-leader – Lithuania. IO2. Investments and Online Personal Risk Tolerance Test (course/curriculum –training scheme). Topic will include types of investment tools; their pros and contras; stock market participation; health and retirement investments; early retirement–worth or not; moneylending platforms; local bank/credit union for loan/mortgage/credit line, etc. For risk tolerance measuring an online Personal Risk Tolerance Test will be developed. Leader – Denmark + co-leader Norway. IO3. Digital Financial Identity Safety & Theft (course/curriculum – training scheme). Topics will include digital identity and its verification online; products, applications, processes used in providing banking and financial services; special attention paid to romance fraud (scamming someone out of money by pretending to want a relationship has been on the rise during lockdown; women more often become victims, with Lithuanian women alone lost some €130.000 in 2021 compared to €90.000 lost due to e-shopping fraud, Lithuanian Bank announced), etc. Leader – Norway + co-leader Lithuania. IO4, a Help Club, will be a piloting and networking field for the FLIGHT's intellectual outputs. It will look like an informal network for female project participants, allowing its members to raise and achieve their short, medium or long-term financial goals, providing them with practical training in money saving, money lending, investment, digital financial safety, etc. based on project intellectual outputs. Practical tasks for the piloting of IO1 will include e-invoicing; e-billing, cash/cashier operations, down payments/payments, balancing, general ledgers, other official e-documentation; preparation of commercial agreements; etc. Practical tasks in the IO2 piloting will be focused on investment risk tolerance, using Online Personal Risk Tolerance Test. The degree of uncertainty one is willing to take on to achieve potentially greater rewards. If an individual's risk tolerance is low, investments will be made conservatively and will include more low-risk investments and less high-risk investments, however the latter are more profitable.Practical training for IO3 will include digital identity protection situations, with ©Romance Fraud Simulating Tool used.Club is considered to be a silver bullet solving practical issues of women financial empowerment, especially increasing their self-confidence and resilience through networking.<< Results >>Partnership expects that project target group, Eastern European female expatriates, will1) Deepen their knowledge in digital and financial literacy, including but not limited to personal finance, taxation, investment, especially sustainable one, fintech products and services available in every partnering country and EU in general, 2) Raise their awareness in digital financial risks and their control, getting better skilled to manage them properly, 3) Increase their knowledge of consumer rights and redress procedures;4) Get peer-to-peer support, sharing and caring in Help clubs, the informal networks for practicing digital financial literacy skills.

"<< Background >>Business intelligence (BI) is a set of helpful technology tools and practices that facilitates informed decision-making process. It provides quality information based on the analysis of large amounts of internal and external data. As part of The EU commitment to the digitalisation of the economy, it states that “data-driven business models are the engine of Europe’s growth, industrial transformation and job creation.” The benefits are clear: businesses that apply “scientific” management techniques such as those based on data improve the efficiency of their operations and drive innovation. As identified in the Forrester Research Report, (2018), the insights-driven businesses are growing at an average of more than 30% annually.Yet, according to the EU Report on ""Accelerating the digital transformation of European industry and enterprises"", micro and small and medium enterprises (SMEs) still lag behind in digital technologies and face problems such as an excessively large volume of data, lack of information and lack of knowledge in this regard. To make decisions on time, the SMEs’ managers use mainly their experience, which implies a high risk of failure. Moreover, according to the Gartner’s surveys, BI systems are ranked as the top technological priority of companies in the last years worldwide due the benefits it brings for the business’ growth. Therefore, if the economy is to flourish and SMEs competitive, the skills for data-driven management must be promoted.Nevertheless, like any technology, BI is accompanied by some limitations that must be overcome in order for SMEs to take advantage of their benefits. Among others, BI systems are characterised by their difficulty and complexity to handle. Also, economic factors are the ones that make many SME’s administrations fail to use BI system, as it requires considerable funding. Moreover, the majority of SMEs do not have a specialised IT department with adequate skills to operate it nor have enough resources to hire qualified professionals. Finally, many small and medium enterprises are run by the owners, who might not have advanced technological knowledge.<< Objectives >>In the light of above considerations, the BI4SME project arises from the ambition to contribute to these emerging challenges by developing an integrated training strategy for the uptake of business intelligence skills by SMEs. Our ambition is to democratise the Business Intelligence technology to foster the SMEs’ competitiveness and growth across Europe. To achieve this goal, the project seeks to develop the necessary outputs/results, such as:•R1 - Baseline knowledge pack about the potential of business intelligence skills and tools that are adapted to non-IT professionals, especially those working in SMEs to educate entrepreneurship trainers on the BI skills and tools as well as adequate skills building strategies.•R2 - BI skills training model together with training contents and tools in line with ECVET standards, addressed to non-IT professionals working in SMEs. It will include curriculum, trainers guide, lesson plans and suggested content and learning exercises.•R3 - Online BI4SME courses to maximise access to the new training and provide an innovative learning experience on the business intelligence works for SMEs staff.The project will enhance the skills and implement new tools that are adapted to non-IT professionals in order to provide an innovative learning experience on the business intelligence skills tailored specifically to SMEs staff. The new training programme will indeed target mainly managers and owners of European SMEs to boost the growth of their businesses and innovate. It will also aim at MBA students and early-stage entrepreneurs to equip them with a set of relevant skills for building successful businesses.<< Implementation >>The BI4SME project is a 30-months collaborative initiative planned carefully to ensure the achievement of the project objectives and delivery of the expected results. To this end, the partners will carry out activities according to the Work Plan organised around 6 Work Packages (WP) to be implemented following waterfall methodology with agile approaches.•WP1. ANALYSE AND DEFINE: Establishment of BI4SME Baseline knowledge pack (M1-M8).•WP2. DESIGN: Design of BI skills training model together with training contents and tools (M9-M20).•WP3. DEVELOP: Development and validation of Online BI4SM (M15-M30).•WP4. EVAULUATION AND QUALITY ASSURANCE (M1-M30).•WP5. COMMUNICATION, DISSEMINATION AND SUSTAINABILITY (M1-M30).•WP6. PROJECT MANAGEMENT (M1-M30).<< Results >>•A learning path adapted to non-IT professionals will be developed. The course will develop the contents from the practical examples to the theoretical lessons. The student will solve a real business case, by using different business intelligence tools and methodologies. This learning by practice method will gradually introduce theoretical concepts, always following their practical application to the real day-to-day business.•Creation of laboratories with real open-source BI tools, to reinforce the newly acquired knowledge, guiding the learners in the application of their new technical skills in their business environment.•A new learning European transnational community for every person interested in real applications of BI solutions in their daily business will be set up. It will gather a heterogeneous community with members with different professional backgrounds. •The project will help European workers to recycle their skills and professional careers by helping them to break the tech barrier. A block barrier that in many cases discourages the non-IT professional from their digital transition endeavour.•BI4SME will additionally help unemployed workers in their goal of entering the labour market by acquiring highly demanded technical skills in the present and future organizations.•The collaboration between business and education/training providers will help to link the academic contents to real case applications."