The overarching aim of this project is to design, develop and implement a Future of Work Framework focused on the identification -through a guidance process- of transversal skills that can be used to future-proof the careers of disadvantaged job seekers and enable sustainable future employment. Seven partners from six programme countries will adapt and develop the INFORM model (developed in a Leonardo da Vinci Transfer of Innovation project IRL/06/B/F/PP-153101) so as to ensure its relevance in a technological and digital future labour market across Europe. The project has three main objectives (1) to enable Individuals to become aware of their own skills for the future labour market particularly in relation to communication and interpersonal skills; (2) to create awareness of future workplaces, their requirements, and associated VET progression routes; and (3) to create a culture of training and up-skilling of guidance practitioners in a fast changing labour market. -Context/needs addressed: The world of work is changing. Automation has the potential to transform future jobs and the structure of the labour force. In recent years technological change and modernising of the workforce has accelerated and for those already in the labour market their capacity to adapt will be essential to sustaining their career progression. For job seekers not currently in employment the development of both technological and soft skills will be crucial to accessing quality work into the future. In particular soft skills, which help people to adapt, will be essential for negotiating the new world of work. Many low skill and routine tasks are now automated, and increasingly computers perform more complex cognitive tasks, yet automation of simple human interaction has proven difficult (Deming, 2015). Thus there is a need for an increasing value to be placed on soft skills. FYC seeks to influence the long term achievement of Bruges (2010) which advocates for increased inclusion and access for disadvantaged people, and encourages creative, innovative and entrepreneurial thinking. In addition the Riga conclusions (2015) advocate for ‘enhanced access to VET and qualifications for all through more flexible and permeable systems, notably by offering efficient and integrated guidance services and making available validation of non-formal and informal learning’. Similarly at national level the National Skills Strategy 2025 and the Expert Group on Future Skills Needs (2018) identify soft skills as key competences for the future workplace. Yet, for many disadvantaged job seekers outside of the formal education system, access to guidance which enables the identification of soft skills relevant for future workplaces, developed through informal and non-formal learning, is limited.The FYC project aims to bridge this gap.FYC will research the Future of Work and the soft skills essential for a digital workplace, and assess the usefulness of the INFORM tool in identifying these skills. It will further develop the INFORM tool in terms of content and technical aspects, and psychometrically evaluate it to establish its quality. In addition, the FYC partnership will develop a training module for guidance practitioners on the Future of Work and use of the adapted FYC tool. It will use a Knowledge Translation approach to transfer learning as widely as possible. It will pilot the FYC tool with 100 job seekers, test the FYC training with 120 practitioners, implement 5 TMs and 7 MEs. It will take a serious approach to Policy-Practice gaps with regard to preparing guidance practitioners and disadvantaged job seekers for the future work place, create a space for this dialogue, and design two knowledge translation handbooks to support sustainability and recognition. -Target Groups:disadvantaged job seekers (disadvantaged in VET/Labour market, including those with disabilities, low educational background, multiple barriers to access), career guidance practitioners/employment support services, VET stakeholders (including employers), national and European wide guidance. -Core partnership: 7 organisations representing 6 countries (Ireland (x2), Germany, Spain, Austria, Romania and Italy) including community based employment support services, a support service for people with acquired brain injury, learning/skills/entrepreneurial consortium, a national VET organisation, an EU wide social inclusion/labour market/and policy focused consortium, a large city based employment support service focused on VET and lifelong learning, and a large technical university.-Main results: FYC Framework including the FYC tool, Guidance Practitioner training module on the Future of Work, an implemented and tested pilot of the FYC tool, a psychometric evaluation, Knowledge Translation Toolkit for Policy and PracticeFYC seeks to have long term enduring impact on guidance practice reorienting it towards a new work environment where soft skills are valued.

Student motivation and engagement is a vital component in reducing school drop-out, which is identified as one of the key targets of the EU growth strategy for 2010-20. ARTPAD aimed to support the engagement and resilience of participants from disadvantaged backgrounds in formal and non–formal education to help prevent early school leaving. The 5 project partners worked co-operatively to disseminate, develop and extend the expertise and international reach of their practice. The programme covered 3 complimentary aspects: 1. Understanding resilience and children’s development and behaviour through Play.2. Drama techniques for engagement with learning.3. Drama and Play to build social understanding and behaviour. ARTPAD:1. Enabled understanding between partners and identied best practice in their delivery of drama techniques and children’s play facilitation2. Created learning resources that inform, inspire and enable leaders of schools and youth projects to deliver the above practice and training for educators.3. Placed emphasis on developing the practice for disadvantaged children and young people to aid the building of resilience and engagement for learning. The project aimed to reach 1,125 people in total:50 new trainers trained to enable pilots to take place in each partner country;100 via 5 training events, 20 teachers and youth workers per country to test out the materials;100 children and young people via the changing practices within the school and youth settings75 Educators and leaders via 5 localised engagement events, one per country with 15 delegates at each;150 Educators and leaders via a localised dissemination event, one per country with 30 at each50 Educators and leaders via a National Conference to be held at the end of the project;600 Educators and leaders via online access to the website and social media and the reach of articles and lobbying activities. The project will ran for 36 months from 1st September 2015 and was split into 7 work areas on the Project Timetable including project management, 3 intellectual outputs, transnational meetings, multiplier events and training activities. The partners were given individual areas to lead or co-lead based on experience and expertise. For each of the intellectual outputs, transnational meetings and activities, the number of days each partner was allocated depending on their roles. Overseeing the work was the project management and implementation. Three Intellectual Outcome packages of work then followed; as a result of a thorough research phase, partners develop a best practice guide for leaders of settings, subsequently the new course was developed and produced prior to piloting in each partner country. Following the piloting and associated feedback, the materials were finalised and the work was disseminated through articles and other lobbying activity. Running alongside this activity was project evaluation to support the recommendations at the end of the project. Dissemination commenced at the start of the project and continued throughout. Localised engagement/ dissemination activities ensured an effective opportunity to spread the learning from the project. Results include: 1/ A Best Practice guide utilising the expertise of all partners, detailing existing best practice in regards to play and drama techniques for the building of resilience in participants in schools and youth settings. 2/ A certificated course for teachers/ youth workers in drama techniques and play facilitation to support engagement with learning, resilience and behaviour. 3/ An evaluation report with recommendations for lobbying and to influence of policy. 4/ Delivery of the training detailed above via staff and student training and exchange of best practice ideas. 5/ Dissemination of the project via: a) Communication during the developmental process of the project through visits and social media and the web. b) Localised dissemination through events with stakeholders c) An end of project conference, as well as day to day project communication The expected impact on the educators participating in the pilots was that they will have an improved understanding and skills in drama and play techniques and their application within their work. The aim wass to give them tools to support participants from disadvantaged backgrounds in engagement in formal and non–formal education.This will ultimately enable them to perform at a higher level in their teaching through gaining greater knowledge and confidence to maximise the potential offered by drama and play for learning both inside and outside the classroom, thereby improving the whole-school environment for pupils. Longer term, the project will generate insights into educational delivery and learning environments. The impact for institutions and teachers is that the project will lead to better, more efficacious learning opportunities for children an

Context: Digital media is a new, engaging and effective learning opportunity for low qualified employees in small SMEs. In many countries, the formal education level of employees is still comparatively weak. Migration in Europe has led to an inflow of additional learners and employees who often have low levels of competence in written ‘educational’ language, in spite of good practical skills. Digital media can help to overcome the language barriers to learning by using more audio, video and visual material to support learning, and through working with practical materials in VET training institutions. Many VET trainers and SMEs, however, lack even basic digital competences which they would need to produce digital learning material or to use the media young learners actually use (smartphone applications, social networks, etc) for learning purposes. When organising their own in-company learning, SMEs must use digital media including pictures, visual instructions, well-designed short instructional texts, and video and audio formats, in order to reach out to low qualified employees for whom reading long and complex texts may not be the preferable method of learning. Often owners and managers of SMEs have not been educated in the effective use of digital media. Nevertheless, they act as the main source of training for their employees. Up to now owners, managers and trainers in small SMEs have frequently not caught up in developing their digital media skills. Small SMEs, particularly in more peripheral areas, lack the resources and time to attend training requiring a physical presence over long periods.As a consequence, they lack the competences to fully exploit the potential of a competent use of digital media for training their staff.Solution: Development of modular video online learning programmes, developed for the field of VET learning, shaped by guiding principles and concepts which were used, implemented and evaluated with very good results in Germany by ISOB and associated partner ‘SoWiBeFo e.V.’ (‘CoDiClust’ and ‘Media Pedagogy for Teachers’). Objectives:Enhance learning opportunities for low qualified employees through work-based learning, by developing skills for the competent use of digital learning media in VET trainers in and trainers in small SMEs. This will be achieved through:- the support of trained Digital Media coaches- training of VET trainers and small SME trainers- the provision of training material- the provision of online learningNumber and profile of participants:- 35 coaches trained- 70 VET trainers and small SME trainers trained- 350 facilitators in SMEs supported in developing training that uses digital media- 3,500 end recipients (low skilled employees trained with the materials)- 200 online users supportedDescription of activities:Development of 4 Intellectual Outputs:- Matrix of Competences for Digital Learning Coaching based on the State of the Art and BestPractices of Digital Workplace Learning and use of Digital Media in SMEs- Development of a Handbook of Media Competencies for Coaches of small SMEs- Handbook and Video guidelines for SME and VET trainers and facilitators responsible for training low-skilled employees and employees with weaker language competency - Development of Online Learning Platform and User Community- Delivery of learning activities in SMEs using digital media14 Multiplier Events (300 participants)Wide dissemination activities (relevant networks of all partners). Promotional videoMethodology: The VET trainers and SMEs will profit from a sustainable support network based on 35 trained coaches for digital media use in work-based learning, state of the art training materials and an online learning portal. Face-to-face training of a core group of users as well as online support will kick-start a wider community of users of digital media in work-based learning.Results and impact: The project will result in the availability of state of the art digital media for work-based learning. These will be used on a wide scale as a consequence, which will benefit particularly learners with fewer qualifications and weaker language competences. Digital media and work-based learning will be used more frequently. There is a high level of transferability to additional sectors and groups of learners. Long term benefits:Introducing digital media as a means to support work-based learning will change the learning culture in VET and SMEs. The system will be more adaptable to changing technologies as more employees can qualify faster and more effectively through digitally supported work-based learning at the work place, whilst working, in contrast to classroom training. This will enhance the learning opportunities for a wide range of employees and enhance their employability. SMEs will enjoy a more productive workforce. Using Digital Media this way will contribute to the key competences for lifelong learning, ICT and digital literacy.

DAY PLOT project starts from the Recommendation of the EU Parliament and Council 2006/962/CE which stresses the 8 key competencies for lifelong learning that are skills and competencies of which “each one need to allow personal development, active citizenship, social inclusion and employment”. It aims to elucidate this framework to help disadvantaged young people not working and not studying, also thanks to ICT for learning. DAY PLOT is linked to at least three priorities of the Programme (inclusion, key competencies for VET, digital era).The target of the project is the group of professionals working with these disadvantaged young people such as: the Practitioners of School, University and/or Labour guidance; the Practitioners of Working market Agencies and of the Employment Centres; trainers and teachers of the VET sector. The final beneficiaries are the young people with disadvantage condition; in particularly NEETs and migrants looking for a VET opportunity or for employment. The main stakeholders are all the organisations involved in the inclusion area (VET schools and institutes; Public Administrations dealing directly with the young and with education, labour and reception policies; trade unions; enterprises, etc.)The concrete aim of the project, articulated in 6 innovative IOs, is to build with and to offer to the direct target a set of useful tools to help the young people with disadvantage condition ageing from 18 to 29 years with specific training, education, in order to facilitate their entrance in the more appropriate VET channel to strengthen their competencies and/or in the labour market.Throughout the project’s life the target group will test innovative e.learning modules (ECVET version) on a MOOC platform used for the competence assessment and development, in order to enhance the training/employment chances for the disadvantaged young.At the beginning of the project a Report on the needs and best practices on the topic of the key competences development at EU level will be performed in order to support the following assessment and training activity.An original diagnosis tool kit based on innovative frameworks, including gamification and survey will allow practitioners and teachers to map the key and professional skills of the young Neets/migrants and to assess their level, allowing also the practitioners to support the young people in writing a personal Europass CV.DAY PLOT has also other innovative IOs; a feasibility study for the platform which will be able to automatically match client-enterprise using a specific database with original solutions (high interactivity and competence tag); the Guide Line report which will help for a correct performance of all the new tools and a Report aimed to insert the DAY PLOT tools in the framework of VET and inclusion policies.The partners are all expert of EU project in this area (except P1) and have been already engaged in one or more project topics. The Management of the activities and the coordination of the partnership will be done by Antares; all the partners will contribute to the management of DAY PLOT. In particular Eulab Consulting will coordinate the Quality system; GEMS will coordinate the dissemination activities; HIOA-AFI will suggest the Sustainability Guide Lines for the project; Hafelekar will coordinate the partnership internal and external communication and CRIA will coordinate the internal evaluation of all the produced IOs. A specific care will be devoted to support the communication and the experience exchange among the partners (5 partnership meetings will be held), in this way a team focused on the DAY PLOT success will be realised.An important part of the process will be the dissemination and sustainability of the results; the involvement of 1500 interested people, coming from the 3 groups above, is foreseen. Several communication tools will be used in order to amplify the impact not only inside the partners and their territory, but also at national and European level. The goal will be to get new products (translated in 5 languages) interesting for a large number of the target group members; they will be innovative, free of charge, with an EU dimension and ready to be implemented.

<< Objectives >>With the project implementation, we want to strengthen micro-entrepreneurs in particular through a tailor-made and efficient online training format in the area of innovation and digitalisation of business models. Micro-entrepreneurs with up to 10 employees are part of the SME group, but often have different needs than SMEs with more than 10 employees. This is to be particularly taken into account in this continuing education concept.<< Implementation >>For a successful project implementation, we have planned three activities that build on each other. The development of an innovation process for micro enterprises, an implementation of these findings in an online format and a user test for quality assurance and success measurement. These implementation activities are accompanied by active project management and exchange meetings of the partners.<< Results >>We expect to provide our target group with a customised and efficient continuing education format in digital form. This should strengthen the micro-entrepreneurs to initiate and implement an innovation and digitalisation process in their companies, to find easier access to digital business models.