"Through well chosen und thoroughly prepared activities such as JobShadowing, educational stays and attending trainings seminars regarding the topics of ""digitalization of adult education"", ""intercultural openness"" and ""acknowledgment of informally gained competences"" we will prepare our teachers and staff for the challenges of the future. The Hamburger Volkshochschule as an organisation will benefit from gained competences of staff and teachers and from having new contacts. The benefits will be for the open access courses as well as for projects and education on demand. This will be secured by broad information, a thorough validation and a strategic use of the experiences. The aims of the project were achieved. Due to the restrictions in pandemic times the amount of financial resources could not used completely. The project reached participants insufficiently."

<< Background >>The SmartDevOps project aimed to address the increasing demand for specialised skills and new job profiles and associated skill needs due to the development of hundreds of smart cities worldwide.In this regard, the SmartDevOps project examined the supply and demand of skills for Smart Cities’ (SC) professionals, identified and documented 3 brand new job-role profiles, namely, Smart City Planner, Smart City IT Head and Smart City Officer. It developed three curricula, 43 training modules, etc.<< Objectives >>The SmartDevOps project objective is to support professional and personal development of people working in smart cities sector, an industry domain that is growing rapidly. The project aims to the development of new innovative job profiles to support sustainable smart cities growth and to support the development of quality high-tech jobs. Further, the project promotes the development of transversal competences in a lifelong learning perspective, through formal or non-formal training.<< Implementation >>The SmartDevOps project implemented an extensive market research on the training needs of the smart cities sector. It identified three innovative occupational profiles and delivered three modular VET curricula, implemented through a MOOC and three specialisation courses including blended learning and work-based learning.<< Results >>The project developed- 3 new occupational profiles- 3 new modular curricula- 43 training modules following EQAVET principles. The modules include, digital OER, assessment objects, handbooks, etc. and they are available in five languages (EN, DE, IT, GR, FR)- developed book namely «Smart Cities Body of Knowledge» which is freely available from the project web site https://smartdevops.eu/scbok - a large number of academic papers, reports, videos, etc.

"Developmental Centre of Thessaly is a certified provider of VET training by the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP), provide and support structured learning activities that are addressed to VET and adults and aim to enrich knowledge, to develop and improve skills and competencies, to the development of individual's personality and the sense of active civic, and to reduce the cultural and social inequalities. Particular emphasis is given to the importance of education of members of vulnerable social groups.The term ""vulnerable groups"" is closely connected to the concept of social exclusion, since people who are members of these groups are considered as vulnerable to poverty and social exclusion. Education and training in general contribute not only to the prevention of social exclusion by providing main education and the necessary initial professional training that is required for the smooth transition of members of vulnerable groups in the labor market, but also to tackling unemployment and to the social integration of members of vulnerable social groups.Our organization, perceiving the importance of additional training and education of members of vulnerable social groups and the complex and challenging role of the instructor, decided to submit a plan under the ERASMUS+ program and the Action KA1 VET education staff mobility. The objective of the proposed project is to train 10 VET educators, staff of the organization, in modern methodologies and practices in education of members of vulnerable social groups.Since in our country specialized seminars that are related to the training of VET educators in the field of education of members of vulnerable social groups are not conducted, the proposed project will complement the training of teachers and will provide them with the necessary tools for the integration of modern teaching methods in the educational process that should be followed in the field of socially vulnerable groups’ education.Through the proposed project, our organization will acquire a labor force of VET educators with high quality and internationally recognized (through ECVET acquisition) training in the field of education of members of vulnerable social groups. In this way all the necessary conditions related to the support of socially vulnerable groups and tackling social exclusion will be created.The proposed project mainly concerns the implementation of a specialized and structured training seminar (2 weeks, 50 hours) concerning modern methodologies and practices in education of members of vulnerable social groups. The seminar is consisted of both theoretical and observation period (job observation) in institutions that deal with vulnerable social groups and VET training. The participants will have the opportunity to observe the practical application of the knowledge and skills they acquired during their theoretical training."

"With the project Generation 0101 project consortium tackled unemployment as one of the most relevant youth problem in Europe today. Interrelated with this issue, there is a growing need for placing a stronger emphasis on the development and recognition of ICT skills in order for people all over Europe to become better educated and more competitive in the job market. Objectives of the project were to increase competitiveness of young people in the job market and thus helping in fighting unemployment in Europe, while emphasizing the importance of ICT for professional development and employability in digital industries, stressing the value of non-formal and informal learning and raising of civic engagement of youth workers and young people in partner countries.Project consortium consisted of 7 organisations from 6 countries: Centar tehničke kulture Rijeka (Croatia), Asociacija ""Langas į ateitį"" (Lithuania), Associazione Centro Studi Città di Foligno (Italy), Cyprus Community Media Center (Cyprus), Izmir Universitesi (Turkey), Latvijas Informācijas un komunikācijas tehnoloģijas asociācija (Latvia) and Telecentar (Croatia). Partner organisations had great experience in raising digital skills of young people, while some were also coordinators of National Coalitions for Digital Skills and Jobs. Out of 6 countries involved in project, 3 countries had Digital Agenda consolidated in national documents and 3 countries didn’t recognise importance of integration of objectives of Digital Agenda into existing or newly developed strategies. In order to define in detail needs of digital market and youth, research was implemented. Main goal was to analyse educational needs in each country and important challenges which has to be tackled if countries want to respond on needs of digital market. Research revealed that countries with integrated goals of Digital agenda already allocated funds for raising digital skills of youth, but also citizens in general, and already responded on the need of digital market, while other countries are facing bigger gap between skilled workers and market needs. According to the results, seven educational modules were developed and 322 young people educated to be eJournalist, speakers on Community Web Radios, web designers, video editors, coders, mobile apps developers or advanced users of online collaboration tools. Materials developed are adjusted for onsite learning, but also for self-studying and last from 20 to 40 hours. In addition, learning is based on practical skills development and it results with project which can be added to personal portfolio. By the end of education, 142 projects were created from scratch by young people and 19 projects which were directly requested from NGOs, CSOs and other organisations important for community development. Methodology of Hackathon showed its usefulness for testing digital skills of young people while having positive impact on local community.Long-term impact of the project is sustained with open educational resources developed and available on www.generation0101.eu, their adjustment for integration into formal educational system and by projects (digital solutions) created for national and local organisations."

"The sem@schools.eu project aims to promote the orientation of young people through an academic apprenticeship able to put the young learners involved in a position to increase their skills and to make them aware of the employment opportunities related to the energy sector . The aim of the project is therefore to raise the awareness of educational bodies on the themes of the green economy and to train young people from different European countries on the new professional profiles related to the energy in the building sector in a European vision . The partnership integrates operators in the field of training and the European energy sector, as well as from 80 VET schools where 1500 students will be directly involved in the activities students and 10,000 others informed. Target population are young people between 16 and 18 years , the schools, the institutions responsible for the management of educational / training interventions, economic operators in the energy sector.The objective of the proposed action is to improve the energy performance of school buildings in Europe , demonstrating concretely how you can get significant results in terms of reduction of CO2 emission starting from schools, associating it with a curricular growth of the young people involved. Therefore, in line with European initiatives on Open Education and New Skills for New Jobs, the actions of the project sem@schools.eu clearly respond to two specific objectives of the Erasmus program + in the field of education and training :1 ) the enhancement of transversal key skills critical to the marketability of the vocational training courses in the world of work2 ) innovation of training courses in a complementary way with policy reforms implemented at national level in order to modernize the VET systemsThe project intends to achieve three different levels of results that will affect the participants and the different actors involved :Behavioral improvements- Gain awareness of the energy problem , with particular attention to the rational use of energy- Be able to change their attitudes and habits towards the use of various forms of energy- Gain awareness of the problem of protecting the environment and better lifestyles through the transfer of experience to their families Improvement of specific knowledge in the field of energy and energy efficiency in buildings- Acquire knowledge of traditional and renewable energy , energy-environment issues, energy requirements- Know how to prepare an energy analysis and an Plan for the energetic improvement of the buildings, through the study of new technologies and innovation in the sector.- Know how to use computer technologyImproving the capacity of vocational guidance- Know how to connect the current energy and environmental issues to trasforming political sets, with socio-economic scenarios and scientific-technological progress- Raise awareness among students of higher secondary institutes on ""green jobs"" and career opportunities directly or indirectly related to the development of the Green Economy (renewable energy and energy saving)The overall architecture of the project has been designed in such a way as to ensure that testing is not mere application by recipients of their proposed model , but necessarily imply their involvement in the co-production of outcomes and expected results. This imprinting substantiates the sustainability of results and products beyond the expiry date of the project, as it lays the groundwork for the full implementation, within the systems and target organisms, of a set of issues identified as good practices. For this reason the project is configured itself as an exploitation action, because not only tends to disseminate tools and methods but to acquire and internalize, by the contexts of arrival, substantive elements of change, with the objective of impacting on the demand of services from user -beneficiaries with relevance and efficiency."