"The fight against unemployment and social exclusion is one of the major challenges modern Europe is fighting with. Integrated guidelines concerning Europe’s 2020 Strategy clearly indicate priority steps aimed at improvement of the socio-economic situation of the EU member countries. One of the guidelines indicates to ""promote social inclusion and combat poverty."" In order to combat social exclusion, empower a citizen’s position and promote economic activity social security systems, learning for a lifetime and inclusion policies should be reinforced in order to widen the opportunities people have at different stages of their lives and to protect them from the risk of exclusion most of all among groups at the highest risk of the social exclusion, such as single parents, minorities, people with disabilities, children and young people, elderly, legal migrants and the homeless. Preventing families from the social exclusion requires modern services to be provided by the properly trained staff within the local environment. The necessity for decision making and actions taking requires from the specialists an accurate knowledge and abilities that allow them to recognize citizens’ needs in social activities. Constant vocational development is required in the effective actions taking. Manifestations of changes in the social life require from the aid institutions an active approach towards education, knowledge gaining, educational methods development, ways of information flow activation as well as gaining and straightening of their didactic competencies. Currently in Poland, although families’ support services “Family’s assistant” have been introduced there is still a lack of developed work tools and methods of operation that in a significant way constitutes an obstacle in the professional support provided to the families.The main objective of the project is to enforce the level of the social integration of families at risk of social exclusion by the dissemination of methods used within the “Family’s assistant” project in public assistance institutions. Detailed goals of the project include: 1. Enhancement of professional competencies of social workers in the field of the use of modern methods of working with families at the risk of social exclusion. 2. Preparation of a new, adequate to the modern forms, form of the environmental support, addressed to families at risk of social exclusion, by adapting the methods and techniques used in the process of helping to the conditions and practices used in the public assistance institutions. The project is addressed to the representatives of institutions that support individuals and families socially excluded or at risk of social exclusion. Realization of the goals will be possible through a partnership with four organizations in four different EU member countries (Poland, Czech Republic, Austria and UK) - experienced in the effective combating of unemployment and social exclusion as well as in the use of modern methods of education. Accomplishment of the goals will occur as a consequence of the creation of the following intellectual work results: 1. Online platform “Integration through education” – interactive educational tool addressed to the target group of the project and others interested. Prepared workshops and individual conversations scenarios will be placed on the platform. These will use different informal methods focused especially at: motivating family members to cooperate and solve problems independently; counselling; planning of individual paths towards social and occupational integration; talents discovering and development; case management. 2. Report from the research “Determinants of the effective support for socially excluded families” including the analysis of the needs of the target group and the expectations of the support system’s consumers. 3. E-book: “Integration through education – methodology used in families’ support”. Manual with methods, tools and techniques used in working with families - possible to use in daily practice by the representatives of the target groups. An important action of the project will be the training of 40 representatives of the target groups in the practical application of the tools produced and participation of the target group in the process of testing and evaluation. The plan of dissemination of the results of the project expects its effect not only on representatives of the target groups but also on other stakeholders who have a potential or realistic impact on families’ situations: local, regi. and national (in which of the member countries), social and educational policies makers, experts as well as widely understood staff working with families. Through the compilation of the described interactions the project will result in the wider use of the modern methods in the process of the social integration of families in the future and in the long term will help to decrease the level of unemployment and social exclusion"

"Lors de la rédaction de ce projet, les partenaires avaient identifié que les compétences numériques sont aujourd'hui extrêmement importantes sur le marché de l'emploi. Elles sont utilisées et attendues dans plus de 90 % des métiers. Les outils de communication sont désormais nécéssaire dans tous les secteurs professionnels. Une fiche d'information publiée en septembre 2017 par la Commission européenne (""A Digital Europe needs Digital Skills""), mentionnait que seuls 56 % des Européens âgés de 16 à 75 ans possèdent au moins des compétences numériques de base. Il nous paraissait important de fournir une formation adaptée au public qui souhaite s'insérer dans la vie professionnelle, et cette formation devait pouvoir s'inscrire dans un apprentissage tout au long de la vie. C'est pourquoi nous avons décidé de produire une formation en ligne, open-source, sous la forme d'un MOOC.Nous avons identifié que les nouveaux médias : Réalité augmentée, réalité virtuelle, vidéo à 360°, publications enrichies partent à la conquête de nos écrans, de nos pratiques culturelles et professionnelles et révolutionnent ainsi notre façon de produire et de consulter des contenus. Néanmoins, bien les Européens soient en contact quotidien avec ces nouvelles formes de contenus enrichis dans leur vie professionnelle et personnelle, peu d'entre eux connaissent leurs moyens de production, leur coût, leur utilisation.....Ces nouvelles technologies sont souvent perçues comme complexes, coûteuses et réservées aux spécialistes et suscitent souvent des réticences, voire de l'anxiété lorsqu'on nous demande de les utiliser ou de les mettre en œuvre au sein d'une entreprise. La méconnaissance d'outils de création faciles à utiliser accroît le fossé entre les ""spécialistes"" ou les ""geeks"" et l'ensemble des professionnels. Les partenaires ont créé et mis en oeuvre une formation européenne sur les pratiques et les outils nécessaires à l'utilisation de 6 technologies impliquées dans la publication et la diffusion de contenus augmentés : l'EPUB 3 (standard du livre numérique), Réalité augmentée, Réalité virtuelle, Vidéo 360°, Vidéo interactive et imprimés augmentés. En pratique, le project Digital Innovative Media Publishing for All regroupe:- Un MOOC de 6 semaines, sur 6 nouvelles technologies de publication de contenus enrichis, disponible sur la plateforme CourseNetworking dans les 4 langues du partenariat ainsi qu'en Anglais- Des boîtes à outils logicielles et des banques de ressources permettant l'appropriation et la réalisation de ces nouveaux médias augmentés- Des modèles réutilisables, exemples et tutoriels afin de se familiariser rapidement avec les technologies abordées,- Des fiches explicatives,- Un guide de mise en œuvre de la formation, adressé aux formateurs, afin de permettre la ré-appropriation, l'exploitation, et la diffusion des contenus produits lors de ce projet. Ce projet s'adresse aux apprenants de tous âges impliqués, mais aussi aux formateurs et enseignants impliqués dans les secteurs de la formation professionnelle continue. Le MOOC (Massive Online Open Course) est accessible à tous. La plateforme utilisée, ainsi que la publication des contenus sur la license Creative Commons permettent son utilisation et/ou sa ré-exploitation sous la forme de modules ou dans son intégralité, en fonction des besoins. En outre, nous avons accordé une attention spécifique à la mise à disposition du contenu pour tous, afin d'éviter de laisser certains apprenants sur le côté. Les contenus ont été adapté autant que possible aux personnes souffrant de troubles spécifiques de l'apprentissage (TSA) qui représentent 8 à 15% de la population en Europe.Durant la période de test puis de réalisation du MOOC, nous avons communiqué et travaillé avec plus de 650 professionnels (apprenants et formateurs).Lors de la période de mise en oeuvre du MOOC, nous avons fourni une certification d'apprentissage pour nos apprenants ayant poursuivi l'ensemble des modules requis : ce certificat vaut 1 ECVET. La diffusion du projet a été impactée par la situation sanitaire COVID19, nous avons reporté nos efforts sur l'organisation d'évènements multiplicateurs en ligne, un gros travail de communication sur nos réseaux sociaux, la création de vidéos archivées sur la chaine youtube DIMPA du projet. Ces actions nous ont permis de toucher plus de 3 000 personnes. Le projet DIMPA est conçu pour fonctionner désormais de manière indépendante. La formation est ouverte à tous, sans délai de réalisation. Chaque partenaire a la possibilité de certifier les stagiaires par l'attribution d'Open Badges. Nous avons autorisé sur la plateforme la traduction, l'importation et la réutilisation des contenus produits par le partenariat. Grâce au guide de mise en œuvre de la formation, nous espérons que la communauté VET et les formateurs s'approprieront les contenus dans les années à venir."

Benefits of exercise have been shown in various populations of older adults: healthy and frail, with multimorbidity or specific diseases such as dementia and depression, and those who experience major life events such as trauma, surgery, and bereavement. In spite of these benefits of exercise, a major part of the older population in Europe does not get a sufficient amount of physical activity. The higher the age, the harder it is to be sufficiently physically active (Curriculum EUNAAPA). It is obvious that as people are getting older, it becomes more difficult for them to participate in active ageing actions. Reasons for this are emerging restricting factors as frailty, mobility problems, chronic diseases, lack of mood and motivation, and even not sufficient information. So what about those elderly people who almost or entirely are confined into their home environment? How can adapted active ageing actions and initiatives reach them and help them preserve the quality of life and level of functionality they have? WHOLE project's main objective was to promote active and healthy ageing through physical training for frail seniors and elderly people at home, using as a mean the personalized home care services provided to them by formal and informal carers. At the same time, WHOLE project equally emphasized on the effect of the physical training on wellbeing and relief of formal and especially informal carers. WHOLE project’s specific objective was to develop a basic e-learning platform for physical exercising and healthy diet at home to train formal and informal carers to use it as an integral part of the home care services they provide, specified to the prevention of functional decline and frailty among elderly people. As a first step, the stakeholder’s needs and barriers to health behaviour in general and our specific ideas were assessed in a stakeholder needs analysis including interviews, focus groups and a survey with carers and older adults. Additional research was conducted in a literature review. Based on this research and considering the expert knowledge in the partnership, the educational material (training modules) for the physical training and nutrition counselling were developed. The development of the training materials was closely related to the development of the e-learning platform, where all materials are provided free and in all partner languages. To implement the training materials and e-learning platform and validate feasibility, acceptance and adherence for older adults and carers, a two-staged pilot study was implemented. As part of the pilot study, a training for carers was organised in each partner location to train carers in the use and implementation of the program. A market and business study was conducted in all partner countries to allow a sustainable implementation of the e-learning platform and training material. The results were presented to the target group and other stakeholders in six multiplier events at the end of the project to motivate stakeholders to use and adopt the innovative platform. We reached the following impact on the target group formal/informal carers:•Free access to adult learning services in terms of a useful and high quality learning material for the implementation of physical training and healthy nutrition as part of daily care via an e-learning platform. •Enhancement of the quality and range of the work and services provided in daily care by updating the skills and competences. •Raised awareness of the importance of healthy habits. •Gratitude of carers for new ideas.•Reduced burden of care and opportunity to take a break from care giving tasks.Impact on the elderly/care recipients:•Experiences of new offers for active ageing as part of care and motivation to be as active as possible. •Support to maintain autonomous at home and avoid hospitalization by improved physical conditions.•Improved mood, confidence, health and wellbeing, energy and/or relationship with carers.Impact on organizations/other stakeholders:•Opportunity to offer new and innovative care service packages and to enrich training materials for carers.•Plans to include the program in VET, thus enriching the possibilities to qualify carers or social workers.•Possibility to share experiences with the WHOLE or similar programs in the multiplier events thus enriching the discussion and definition of best practices.•Update of the academic knowledge by the needs analysis and literature review as well as the pilot studies.The project involved 7 highly committed partners from Austria, Bulgaria, Germany (2), Greece, Ireland, and Israel and were all experts in at least one of the relevant fields of the project (care, physical activity, nutrition, and/or adult education).

"Connection and transition from school/training to work constitute the main step for the insertion of young people, for improving their employability, and acquiring the skills adequate to the requests coming from the labour market. All the European countries are currently facing severe problems of skill gap for the young people just out of their training life. As far as the transition from school to work is concerned, a key reference at European level is presented by the “dual learning” system: many countries are rethinking / reorganizing their school schemes and training courses, moving to the direction of dual learning.At the same time, those countries where the dual system was developed are facing unexpected problems, particularly in the relationship between the school/training system and the process school/work, that often are not properly connected to each other.SWORD intends to proceed with a reflection on the model of dual learning, leading to an innovative shared European approach. Its results will allow countries that are already using the model to deal with the existing problems, while countries wishing to adopt the model will overcome the critical issues emerged from the previous tests. In addition, the project seeks to identify a model of dual learning in which the transition can also be managed in different countries, thus promoting processes of transnational mobility.The development of innovative solutions concerns the Autonomous Province of Trento, the Autonomous Province of Bolzano, Friuli Venezia Giulia and the area of Gdansk, where TNOiK participate in the ongoing process of national revision of the model of VET.Among the partners of the countries where the dual learning is already in operation, Arbeit und Leben-Hamburg, as well as BFI OOE, already started a common reflection with other local actor on the existing problems, especially in the transition from school to work (highlighted by the reduction of young people who choose this model).SWORD will proceed to identify an innovative model of transition, attentive to the balance between classroom and in-company training, with the objective to develop skills responding to the different working environments.For the implementation of the project three intellectual outputs were identified:- O1: comparative analysis of regional contexts, including two steps: collecting documents and information in partner regions, and preparation of the comparative analysis report;- O2: model, mechanism and tools for transition from school to work, where three activities are planned: i) creation of a shared ""approach"" to transition, aimed at defining a model; ii) fine tuning of the model, i.e. design and localisation of transition mechanisms in different contexts; iii) testing the model in the partner areas;- O3: manual with the ""rules of the game"", presenting recommendations and guidelines. Here two activities are planned: definition of the structure of manual, and development of the manual.The SWORD project also plans:- 5 multiplier events for disseminating the model of transition from school to work, and one final conference;- study visits to Germany and Austria for teachers/operators of educational and training system;- periods of short-term mobility in other countries for young people, who are going to come out or are just out of their educational life.The approach followed by the project provides several pathways for supporting insertion in the labour market, providing tools and support for planning and managing the activities at local level.In this way it should be possible overcome the existing problems, providing solutions at various levels:- local governance, with an impact on institutional partners, through guidelines and recommendations for policy options, able to strengthen the link between education, training and work;- vocational education systems, involving educators/teachers in the design and development of blended solutions with a close collaboration between schools, training systems and enterprises, leading to a unitary process of learning;- school system, giving students the opportunity of combining education, training and experience in an enterprise, aimed at increasing the skills needed for job insertion and provide further learning opportunities;- business system (also at the level of business associations), providing guidelines and recommendations to define learning paths between school, training and work environments, able to answer the requests of qualification expressed by companies.A further impact is given by the model of dual learning envisaged by the project, where transition among education, training and work can be managed at transnational level, thus promoting new models of transnational mobility."

"Industry 4.0, digital revolution, smart factories, global interconnection – these are the keywords describing the present developments of the labour world. Vocational training can become “the first choice” to live this transformation, but at present only a few training centres in Europe can exploit necessary equipment and, even more important, teachers and trainers are not aware of the dimension of such changes, or can exploit the required tools (conceptual and methodological first, rather than technological). Some of them tend to adapt the same (sometimes old fashioned) methods to new topics; some of them are not fully aware of existing on-line tools for learning, teaching, assessing; some of them do not interact with each other as much as they could, thinking they have know-how to “defend” ; some of them need a clearer picture of the nature, implications and real meaning of the 4.0 paradigm, which is not only ”Industry” 4.0 and technology.In order to make VET sustainable, it is relevant updating its times and tools, favouring collaboration among teachers/trainers, learners, training providers, companies, social parts, local authorities.Fit for 4.0 intends to take this challenge, by describing a set of competences useful to VET teachers, and by developing and testing a set of training modules fit for “4.0”, in strict co-operation with companies.Project objectives are:- describing a “minimum” of skills, namely didactical and transversal, needed by teachers/trainers, especially those involved in HVET, with regard to the 4.0 transition;- developing a competence self-assessment tool, allowing VET teachers/trainers to measure their readiness for the 4.0 world and digital transformation;- developing and testing, in strong cooperation with enterprises, a resource pack for trainers, a training programme delivered as a MOOC (Massive Online Open Course), complete with examples of training material, methods for learning assessment, (truly) innovative tools for training and learning;- exploiting that MOOC to train a sample group of trainers, who will pilot their learning by co-designing training modules/programs in this new 4.0 concept, together with businesses;- making such products available to everyone, even beyond the partnership, through a knowledge base of OER freely accessible via the same on-line platform used by the sample group;- identifying a set of policy recommendations/suggestions to local, national and European decision makers, for future updating of teachers’ and trainers’ competences.To ensure concreteness, the project focusses on the mechanic, mechatronic and automotive sectors, where advanced digital competences are necessary, digital revolution is already started, and meaningful company experience is in place.The train-the-trainer programme aims mostly at improving skills for teaching, using innovative methods and tools, embedding the 4.0 paradigm in day-by-day work. That is why it relates to topics like understanding the sense and the impact of the 4.0 paradigm on study and work, or how to develop and run interdisciplinary 4.0 training modules together with colleagues and companies, how to make use of training methods which anticipate operational processes at the workplace, how to assess competences in the digital era, and so on.This train-the-trainer programme is practical and at the same time “intrinsically digital”, built up with the same instruments it offers, that is, by transnational teams composed by trainers and company experts, making use of on-line cooperative platforms.Trainers taking the programme will not sit in a classroom or in front of a computer, listening for hours another trainer rattling off tens of slides; rather, they will learn by visiting companies, by discussing with peers (even at distance), by exploiting Design Thinking and Instructional Design techniques, by exchanging views with experts and professionals, and by ""seriously"" playing.Main expected results are:- more skilled VET teachers and trainers;- improved quality of learning, hence better employability of students and attractiveness of VET;- increased and stable cooperation between training providers, teachers/trainers and enterprises;- availability of sustainable tools, transferable to other economic sectors and other European countries.Fit for 4.0 is performed by a strong consortium of 10 partners in 8 EU Member States: Italy, Austria, Belgium, Denmark, Finland, Portugal, Sweden, the United Kingdom, representing a competent and skilled mix of excellent European VET players, in the spirit of providing for a true “strategic partnership”."