"<< Background >>In an era of advanced technology, human interaction is become less and less frequent. Tasks like doing your grocery shopping, managing your finances, making travel arrangements, accessing information, and communicating with people has all moved to the digital realm. This has led to a reduction in face-to face communication with people daily. This move may have had little impact on Baby-Boomers, Generation X and Y who grew up in periods of little or none of the technology available today, who sent letters instead of emails and played board games instead of video games. Those generations have adapted and moved with the technologies around them. However, it seems the impact of a more technological driven society has been quite different for Generation Z. Often deemed “digital natives”, Gen Z (born between 1995 and 2010) have grown up in an environment where technology is readily available, high speed internet was the norm and social media platforms are the primary form of communication. As this generation begins to join the workforce, it is becoming apparent that they often lack the soft skills required to be effective in the modern workplace (Tulgan, 2018). By soft skills for employment, we are referring to skills like good communication, time-management, problem-solving, punctuality, a good work ethic – all skills that professionals today may take for granted, but that could be real obstacles to employment for young people today.Research presented in ‘Gen Z @ Work’ (Stillman & Stillman, 2017), states that 37% of Gen Z's believe that technology has weakened their ability to maintain strong interpersonal relationships and develop people skills. Through the Workplace Preparedness Study, commissioned and published by McDonalds in 2018, employees of the fast-food chain who participated in the study stated that they valued the soft skills of their colleagues more than their hard skills. The study engaged over 6,500 employees in McDonalds, and they rated the soft skills of problem-solving (95%), teamwork (94%), verbal communication (94%) and being on time for work and having good attendance (94%) as being the most valued soft skills for colleagues to have. This survey also found that in most cases, Gen Z learners only gain these skills through their first job and cannot learn and cultivate these skills through school and social settings.Roles and opportunities in the jobs market are evolving, the importance of hard skills has shifted. Although hard skills are still necessary, the importance of soft skills is becoming more and more visible in the labour market. A survey, called the Global Talent Trend Survey, conducted by LinkedIn (2018), found that 82% of organisations said that soft skills are more crucial to the success of their company than hard skills. However, 62% of Gen Z’ers think hard skills are more important than soft skills for employability (LinkedIn, 2018). This survey also showed that 61% of organisations believe Gen Z employees will need extra support in the development of their soft skills in the workplace.Soft skills, also referred to as transversal skills, are needed to help employees to be more adaptable and resilient to possible changes (World Bank, 2018). The OECD (2019) have outlined a framework for soft skills, called “the Big 5 Domains”, looking at the 5 areas of soft skills: Task Performance (achievement motivation, responsibility, self-control, persistence), Emotional Regulation (stress resistance, optimism, emotional control), Collaboration (empathy, trust, cooperation), Open-Mindedness (curiosity, tolerance, creativity), and Engaging With Others (sociability, assertiveness, energy). Gen-Quest will explore each of these 5 areas and will design a suite of active learning resources that will support Gen Z learners, and the youth workers who engage with them, to develop their skills under these 5 themes. The GENQUEST consortium will address these competences using a WebQuest methodology.<< Objectives >>Supporting youth employability is a core objective of all EU Member States in the aftermath of the pandemic. Young people have statistically suffered the work job losses through pandemic-induced closers of sectors. Young people are typically engaged in economic sectors where informal, low-skilled jobs are most common – including retail and the tourism sector in our countries. To provide young people with every possible chance to succeed in the post-pandemic economy, partners feel that in their role of supporting the progress and wellbeing of young people in Europe, that we have an obligation to support young people in our networks to develop the soft skills they will need to succeed in the modern workplace.Research published on TechTarget (2020) states that making a meaningful contribution to the world is important to GenZ, and that young individuals expect to have their input welcomed and respected and are less tolerant of authoritarian working environments. In the workplace, research tells us that GenZ employees expect greater flexibility; seek authenticity and truth in their work; are more motivated by the desire to contribute to something meaningful in work, etc. While this is the ideal for GenZ employees, most of these young people realistically will not find employment that offer these conditions. Even in modern workplaces, while there are advances in organisations having a purpose, being more diverse, offering more work-life flexibility and being mindful of individual needs and desires of employees, even the most progressive and open workplaces, required employees to have well-developed soft skills so that they can work effectively as part of a team, be motivated and conscientious enough to work independently on tasks allocated to them and trouble-shoot and solve problems as they arise. GENQUEST partners believe that these transversal skills that are key to employability are basic competences that all employees should have and that GenZ often lack. It is for this reason that this project will dedicate itself to supporting young people to develop these skills so that they can attain employment and begin building their purposeful careers. In this way, GENQUEST is responding to the needs of our target group of young learners so that they can develop the soft-skills they need to access sustainable and meaningful employment opportunities.WebQuests were chosen as the format for these resources because they are inquiry-oriented activities which encourage learners to engage in collaboration and team-work exercises, and to develop their creative and critical thinking and problem-solving skills through completing the proposed challenges. The format of the resources in themselves will support young people to develop some of the key skills they require to support their employability; however when focused on the targeted subject of developing their soft skills, these activities will be developed to create authentic and deeper learning experiences for Gen Z learners, which will appeal to their interests in seeking truth and authenticity in their experiences, while also supporting them to enhance their transversal skills that employers value. As such, through these innovative learning resources, the GENQUEST project aims to bridge the gap between Gen Z and the needs of the labour market by increasing their soft skills; but it is also significant that the education model chosen to deliver these educational activities will also align with the learning preferences of young learners. While this project will prioritise soft skills for employment, through using the WebQuest methodology, our aim is also to foster independence in learning among our youth target group, so that they can be informed, well-rounded and confident European citizens, able to make the most of social, civic, and political life, as well as supporting their employability. These are the primary outcomes that the GENQUEST project team would like to achieve.<< Implementation >>The project workplan has been built around a phased methodology comprising interlinked and overlapping design, development, testing and implementation actions. GENQUEST is a result-oriented project and at each phase tangible results will be developed. While the two main target groups are front-line youth workers, who will be the primary beneficiaries of the proposed in-service training programme, and young people, who will reap the benefits of the new WebQuests to support their employability, in reality, both the professionals and learners engaged will extract significant benefits from all proposed project results.To support project development at local level, each partner will establish a stakeholder forum comprising key youth service providers, employment support organisations and business representative bodies. Having this composition of representatives in these forums will be beneficial to youth workers, as they will learn the real-needs of employers in terms of the soft skills that young employees should develop; and also beneficial to employers who will gain insight into the motivations and desires of Gen Z learners and potential employees. These forums will play a pivotal role in the development process supporting the work of partners by testing and validating all prototype resources produced. The forums will meet on a regular basis throughout the project duration and will act as local advocates for the project within the sectors they represent. Bringing representatives of business and youth development together is an important added value and it is expected that these forums will endure after the project has ended.The planned new challenge-based resources will represent a considerable addition to the lexicon of available employment readiness resources. In total, 50 WebQuest learning resources will be provided addressing a broad range of competences. These new resources will be available as an open educational resource in 5 partner languages. As all challenge based materials will be produced in media-rich formats - integrating short instructional videos and quizzes where appropriate, and accessible through the project website which will be optimised for mobile-use - the potential impact of this resource will be significant. Innovative soft skills training resources can only achieve the desired results if they are supported by appropriately trained youth workers. Partners will design and produce a bespoke in-service training programme for front-line youth workers addressing 3 key skill areas that have been identified during research conducted to inform this proposal. As this in-service training will address issues like online learning, developing employment-related soft skills and the use of challenge-based educational interventions the demand for this training will continue into the future as all of these issues become more and more mainstream.A project website will be developed by FIP. This website will function on a wide range of mobile learning platforms and will be populated with the innovative WebQuest challenges. This website will also host all completed WebQuest challenges as a reference to support exchange of best practice and will provide access to the social media pages of the project to help build a sustainable network of youth workers who complete in the in-service training and young people who complete WebQuest challenges to build their key transversal skills and competences. The project Facebook page will be embedded in the project website so that youth workers and young people who use these innovative training materials can post and share the results of their Quests on the project Facebook page, and this can be shared by youth workers and young people in all partner countries. In this way, the website will facilitate the intercultural networking of young people and youth professionals.<< Results >>According to McKinsey (2019) the gap in soft skills that Gen Z employees currently possess, and the soft skills that employers desire, comes from this generation’s need to find the ‘truth’ at the root of everything. As such, they seek authenticity in their conversations with others, and may appear to lack the skills to understand and adhere to the nuances of established workplace etiquette. Gen Z learners also seek authenticity in their learning experiences. Authentic learning motivates them, as they see a real and lived outcome from their educational effort. It is for this reason that the GENQUEST project proposes to use WebQuests to develop the key transversal skills in young people that will support their future employability. Based on our plans, partners have agreed to developing the following core project results: Result 1 – A suite of 50 WebQuests to build Key Soft Skills for Employment - WebQuests are a structured learning experience that use links to essential resources on the internet and an authentic task to motivate learners’ investigation of an open- ended question for the development of individual expertise. Effective WebQuests involve a process that transforms newly acquired information into a more sophisticated understanding. The best WebQuests inspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes. WebQuests are frequently described as 'scaffolded' learning structures to support learner performance beyond their capacities. The WebQuest challenges that comprise this innovative learning resource will address ""the Big 5 Domains”, that were identified in the OECD report (2019) and will specifically support Gen Z learners to develop their soft skills under the following 5 themes:(1) Task Performance (achievement motivation, responsibility, self-control, persistence);(2) Emotional Regulation (stress resistance, optimism, emotional control);(3) Collaboration (empathy, trust, cooperation);(4) Open-Mindedness (curiosity, tolerance, creativity);(5) Engaging With Others (sociability, assertiveness, energy).Embedded in the resources will be strategies and actions aimed at developing key transversal skills like: - digital competence- learning to learn- critical thinking and problem solving- negotiation and team-workThe primary target group of the project are young digital natives who have mobile technologies embedded in their daily lives. Designing bespoke game-based educational resources that can be directly accessed on smart-phones and other mobile devices significantly increases the chances of making a lasting impact on the target group in all partner countries and building high-value transversal skill sets that are much sought after in the labour market.Result 2 – In-service training programme and learner manual – The in-service training will place a significant emphasis on working in new dynamic, online learning environments and explore the different roles of youth professionals in these environments. The proposed new media-rich and interactive resources will potentially bring a wide range of new educational environments into the learning process especially smart phones, other mobile devices and social media platforms and partners need to ensure that all youth service providers are:- comfortable working with the new WebQuest resources in these non-traditional learning environments;- fully bought-in to the benefits that online learning can bring;- fully aware of the risks that pertain in online environments;- able to safeguard against possible negative factors associated with online learning.All partners will localise the new training resources to ensure that they are culturally appropriate in their local environment and translate them into their local language. All partners will also pilot the youth worker training and the WebQuests directly with members of our local target groups."

The project DIGI.JOB.ID is a partnership of six European partners in VET who contribute to Europe 2020 and ET 2020 goals by:- developing open learning modules for creating interactive, digital CVs with VET learners, apprentices and graduates using a range of social media platforms in order to demonstrate competences of learners developed in work based learning processes for creating and positive professional identity and for job application processes. Students reflect what they have learned in their training and can demonstrate this on the labour market, develop digital skills and presentation skills, learn about how to use social media safely and thoughtfully for professional purposes and hopefully impress employers with their skills and competences and thus gain employment. The learning modules created to equip learners from different VET areas with the necessary skill to do this will be tested with 90 learners in six countries. In order to facilitate European recognition they will be aligned to European transparency instruments (ECVET / EQF) and will be shared as open educational resources.- developing a train-the-trainer module that enables teachers and trainers in work based learning to use social media for presenting the outcomes of work based learning processes. So teachers are equipped helping their students in gaining adaquate jobs. The train-the-trainer module will be tested with 72 teachers and trainers in six countries and will be shared as open educational resource.Overall aims of the project DIGI.JOB.ID are:- Enhancing transition from education to the world of work for young people- Enhancing ICT and digital skills of young people and their teachers and trainers- Developing transversal skills like reflection skills, presenting skills and communicating skills- Preventing NEETS and raising employment- Promoting work based learning in VET- Validation of learning outcomes in VET- Promoting the development of positive professinal identities- Promoting outcome based education and training- Contributing to the development of open educational resources - Enhancing the use of European transparency instruments (ECVET/EQF)

<< Background >>Although the economic crisis in Europe has abated and family life is returning to normal in most Member States there are some considerable negative legacies of the economic downturn that still impact the lives of many families. As this new era of growth and prosperity begins to gather pace there are many families for whom the debt legacy of last 10 years remains a profound and ongoing issue. Debt consolidation and restructuring, negative equity mortgages, personal insolvency, vulture funds are terms that have become all too familiar for many adults throughout Europe and have been accompanied by repossessions of goods and property and evictions. While these are the visible signs of the stress that many families still find themselves under there has also been a rise in family break-ups, stress related illnesses, even suicides. For many adults, the lack of appropriate financial literacy is at the centre of these ongoing problems. In truth, there is no easy way out of the current situation for many families and hard choices will have to be made to try and mitigate the impact of financial difficulties moving forward. If there are any lessons to be learned from the recent events in Europe it must surely be acknowledged that financial literacy is a key literacy for all Europeans if we are to achieve the inclusive and equitable society that is one of the core EU objectives. Financial literacy is indispensable for life in the 21st century. Nevertheless, very little attention is paid to financial skills at school. Schools do not equip children with financial skills for real life. Big responsibility lies with the parents, who are the primary role models of their children, and the children learn from them how to manage their money. But how can parents be good teachers of financial literacy if no one supports them? Many families are over-indebted mainly because their parents are not financially literate. These parents do not have the financial knowledge and skills to pass on to their children. In other families, parents are financially literate, but they lack the time and educational tools to be good teachers of financial literacy skills for their children. The project supports parents to be good teachers of their children in the area of financial literacy. The project also gives parents attractive and fun teaching tools that children can use on their mobile phones. Let's be honest, teenagers like to spend time on their mobile phones, and successful teaching tools must adapt to this. The project team will develop a total of 32 teaching tools for teenagers aged 13 to 19. These 32 learning tools will consist of 8 videos, 8 WebQuests, 8 Challenge-based adventure stories and 8 quizzes. The educational tools will cover the following 8 financial literacy topics: 1. Money and its importance in everyday life 2. Budgeting and personal finance management 3. Financial Mathematics 4. Income and earning money 5. Spending money 6. Saving money7. Borrowing money 8. The importance of financial literacy for independent lifeAll created resources will be accessible via mobile phones, tablets and computers. The resources will have an attractive design. To further increase their attractiveness for teenagers, the project team will create a special infographic for each of 8 topics. Each infographic will contain 4 QR codes. Under each QR code will be hidden one of the 32 created educational tools. The project team will develop an educational programme for parents. The programme will teach parents how to equip their children with financial skills for real life. The educational programme will take the form of two-hour workshops. The project team will develop four workshops on various topics. Individual topics will be specified according to the interests and preferences of parents.<< Objectives >>Families can't issue bonds or get support from the European Central Bank. When families are caught up in dire financial circumstances there are a limited number of options available to them to help overcome their problems. While financial institutions around Europe are committed to working with families in debt to plan a way out of the current distressful situations and while there are now a whole host of organisations that have been established to offer advice and support to individuals in financial difficulty the adult family members who have in most cases initiated the current debt burden are still refusing to engage with the financial institutions and support agencies. These problems won't go away and one of the main factors hindering possible resolutions of family debt is the lack of key financial literacy skills that currently pertain in most low skilled communities where debt burdens remain high. For many individuals the support agencies that have been established come with a stigma, stress and embarrassment. Additionally, many of the effected adults don't have the self-confidence to contact their financial institution and begin the process of restructuring or reconciling their indebtedness.Effective family learning requires that different sub-sets of the family are considered in the design of any proposed learning materials. For this GOLDEN SKILLS project, it is the intention of partners to create financial literacy resources for 4 different sub-sets namely: (1) Set of digital educational tools for teenagers- of 32 teaching tools for teenagers aged 13 to 19. These 32 learning tools will consist of 8 videos, 8 WebQuests, 8 Challenge-based adventure stories and 8 quizzes.(2) Infographics - To further increase attractiveness for teenagers, the project team will create a special infographic for each of 8 topics. Each infographic will contain 4 QR codes. Under each QR code will be hidden one of the 32 created educational tools. (3) Educational programme for parents - The project team will develop an educational programme for parents. The programme will teach parents financial literacy and how to equip their children with financial skills for real life. (4) Online learning portal – accessible from computer and smartphone in order to make all tools accessible for parents, children and educators. All involved partners are facing above mentioned problems with their clients and decided to act and prepared this application. Whole consortium is highly motivated to develop something new and useful to contribute this problem solving.<< Implementation >>The implementation of the GOLDEN SKILLS project will rely on an evidence-based approach for all development work. To inform the drafting of this proposal partners have examined best practice family learning programmes, best practice in the use of digital educational tools for teenagers, and best practice in training programmes for parents in order to understand what works and what doesn't work. The project proposes a family learning approach to promote financial literacy and partners will work with local stakeholders to ensure that the genesis of all intellectual outputs can be traced back to needs that are time and place specific. To inform the development process and validate the outputs developed, a Local Stakeholder Forum will be established by each partner. These groups will be integrated into the project workplan and throughout the project life-cycle partners will return to their local groups for testing, peer reviews and feedback. This process will help ensure that key local stakeholders feel a sense of ownership of the outputs developed. This will encourage them to act as local advocates of the project promoting the outputs achieved within their peer groups. The project is a practice-oriented project and will be constantly measured by its practicality for adult educators in real contexts. With key stakeholders engaged throughout the project life cycle the methodology is overtly interactive and based on a design, evaluation and revision approach to help maximise the practical relevance of the proposed suite of educational resources. Initial research conducted has considered a wide range of theoretical issues relating to family learning and to educate a parents is crucial in financial literacy issues. The approach selected marries traditional forms of education with modern and attractive resources informed by the latest educational theory. The overall aim of the project is to produce new pedagogic practices that impact adult education provision by supporting family learning through new digital learning tools. The work programme comprises a series of overlapping phases as follows: Value Propositions M1 to M3 - Following a discussion at PM1 in Croatia VHS Passau, AKLUB and DANTE will outline the value propositions for the IO1- Set of digital educational tools for teenagers, IO2 Infographics and IO3 Educational programme for parents Resource Development M3 to M12 – all partners will develop the content for the 32 digital educational tools and 8 infographics and AKLUB will develop the lesson plans for 4 workshops for IO3 Educational programme for parents PM2 in M6 in Ireland in the middle of development period in order to check the progress and discuss production issues and where FIP will present proposed online learning platform PM3 in M12 in Spain where all outputs are going to be presented Intellectual outputs translation and production in M13 -M15 Partners will translate all content and FIP will produce final versions of intellectual outputs in all partners languages. Adult educators International Seminar for IO3 Education Programme for Parents in The Czech Republic in M16 Each partner will implement the pilot Education Programme for Parents in their own country in M15-M20 GOLDEN SKILLS Family Learning Symposiums to promote the financial literacy resources developed will take place in all partner countries expect Germany in between M20-M24 VHS Passau will host a PM4 in M23 together with Final conference in Germany.<< Results >>The project supports parents to be good teachers of their children in the area of financial literacy. The project also gives parents attractive and fun teaching tools that children can use on their mobile phones.Teenagers like to spend time on their mobile phones, and successful teaching tools must adapt to this. The project team will develop a total of 32 teaching tools for teenagers aged 13 to 19. These 32 learning tools will consist of 8 videos, 8 WebQuests, 8 Challenge-based adventure stories and 8 quizzes. The educational tools will cover the following 8 above mentioned financial literacy topics:All created resources will be accessible via mobile phones, tablets and computers. The resources will have an attractive design. To further increase their attractiveness for teenagers, the project team will create a special infographic for each of 8 topics. Each infographic will contain 4 QR codes. Under each QR code will be hidden one of the 32 created educational tools. The project team will develop an educational programme for parents. The programme will teach parents how to equip their children with financial skills for real life. The educational programme will take the form of two-hour workshops. The project team will develop four workshops on various topics. Individual topics will be specified according to the interests and preferences of parents, which the project team identifies in the first 6 months of the project. And finally we are going to develop Online learning portal – accessible from computer and smartphone in order to make all tools accessible for parents, children and educators.Expected results during the development and piloting phases of the GOLDEN SKILLS project must be considered under resource, action and human perspectives. A) Resources: 1. These will include a suite of appropriate family learning resources that build financial literacy as outlined above. Partners have deliberately chosen the different types of learning resources due to their flexibility, adaptability and accessibility. All resources for family members will be available on mobile technology devices through a smartphone. 2. An educational programme for parents to support the re engagement with the new family learning resources developed. 3. A bespoke online learning portal will be developed and populated with the innovative family learning resources. All resources developed will be presented in traditional and online formats as appropriate in 5 partner languages and made available to all interested parties without restriction in keeping with the open access requirements of the ERASMUS+ programme B) Actions: 1. An adult educators International seminar will be held in the Czech Republic to spread the education programme for parents and new developed tools among adult educators. 2. Each partner will host a GOLDEN SKILLS Family Learning Symposium in their local area with the specific task of demonstrating the tools and resources developed and engaging families 3. A final conference will be held in the Germany to present the full suite of resources developed to adult education managers, families, etc. C) Human: 1. 2 adult educators from each partner country will attend the short-term joint staff training event in the Czech Republic. This event will support the realisation of a cascading model of training. 2. 10 families in each partner country will be engaged in the GOLDEN SKILLS educational programme for parents the full collection of learning resources to support raising financial literacy awareness and ability of the parents to be a teachers of financial literacy and help embed sustainable financial practices in their families. 3. 25 people will attend the GOLDEN SKILLS Family Learning Symposium in each partner country 4. 60 people will attend the final conference in Germany.

There is ample evidence that young people all over the world are facing up to the climate change challenge. Global demonstrations in September 2019 were largely organised and led by young people demanding action. However, protest alone is not sufficient to address the climate change challenge. Action is needed on an individual and collective level to change peoples habits; to adopt more environmentally friendly patterns of production and consumption; and to find solutions to the climate change challenge we all now face. Education has a critical role to play if the protests of young people are to be leveraged into action and youth work in its many formal, informal and non-formal interventions is the perfect starting point to set the challenge to today's young people to think of solutions to reduce the many pollutions that contribute to the pace of climate change.Aims:1. To promote quality and innovation in youth work by building the skills of youth professionals to support them to address climate change issues in their formal, non-formal and informal learning/engagement activities2. To empower young people by building their critical thinking skills especially where climate change issues are concerned3. To promote entrepreneurship/social entrepreneurship by presenting the climate change challenges that face our society as business opportunitiesObjectives:1. To introduce challenge-based learning in youth work by modifying and transferring existing learning resources about WebQuest development to a youth work setting in a climate change context2. To develop a collection of challenge-based WebQuest learning resources that address a number of critical topics that address the climate change challenge3. To develop a bespoke entrepreneurship/social entrepreneurship curriculum specifically addressed to young people that supports them to find sustainable online/offline business solutions in a climate change contextTarget Groups:1. Front-line youth workers working in formal, non-formal and informal settings2. Young people who are interested in accepting the climate change challenge and trying to instigate change3. Young people who are interested in the business opportunities that the climate change challenge presents

The Youthcoach project is a transnational European VET partnership which aims to transfer, adapt and implement innovative projects and products which a) strengthen the partnerships between education and employment in initial VET, b) help reduce the high number of drop outs in VET, c) develop basic and transversal skills especially entrepreneurial skills with young VET learners and d) validate skills and competences of these young learners in accordance with Europe 2020, ET 2020 and Erasmus + goals. The project addresses VET dropout prevention from a multidimensional point of view, involving companies, VET organisations and VET teachers and trainers by focusing on capacity building in both VET teachers and trainers and young VET learners. The project aims to establish better measures of support for young people in VET by bringing together different concepts, amalgamating them into a comprehensive competence profile and curriculum for competent Youthcoaches and producing a toolbox for youthcoaches. The consortium exists of four key partners (from Germany, Slovenia, Czech Republic and Austria) and four transfer partners (in Croatia, Spain, Greek and Italy), among them non-profit and private VET-training providers, counseling organisations - some of them directly connected to social partners and enterprise associations – and a regional network. The key partners provide good practice concepts and products from their own country experiences, particulary the concepts of Vocational Training Assistence, Toolbox, Youthcoaching and EBC*L enterprise, and adapt them together with the transfer partners to the specific needs of their countries. On this basis they develop together a train-the-trainer-course and pilot this course with local stakeholders in their regions. A common transnational workshop in Croatia with selected participants of the pilot training promote exchange of experiences, the feedback/evaluation and adaptation of the program and ensure the transnational dimension and networking.The products of the project include a needs analysis report of the partners, which is developed via desk research of the partners and interviews of local stakeholders. The train-the-trainer program is based on a common competence profile (defined in terms of learning outcomes and provision of ECVET) and a curriculum with training material, translated in all partner languages. A toolbox provides further tools, instruments and methods for VET-teachers, -trainers and social workers who work with young people with disadvantages in order to avoid their drop-out from VET. They focus especially to - work with companies in bridging gabs between VET and the world of work- promoting intercultural competences - enhance personal development- the promotion of competences related to entrepreneurship (EBCL)Further products of the project are the transnational workshop with selected participants from the pilot trainings and the common final conference in Spain. The overall results of the project can be defined in- Increased knowledge and competences of the actors who deal with the different target groups in order to prevent drop-out from VET- Transfer, adaptation and implementation of best practice in other European regions- Promoting joint programs of public and private stakeholders on local/ regional level to prevent drop-out from VET- Enhance transnational cooperation and networking in this mannerThe project has several impacts on - young people with several disadvantages (increased capacities and promotion of personal, social and methodological competences),- VET-teachers-, trainers-, -instructors and social workers (better guidance and coaching and increased capacities to develop entrepreneurial skills, personal and intercultural competences of youngsters) and - companies (better cooperation with VET institutions and local stakeholders). Furthermore the project contributes to - increase the capacities of training providers (new concepts, tools and train-the-trainer courses) and - of regional/local stakeholders (increased capacity for joint drop-out prevention). In the long-term the project contributes to promote cooperation in VET and employment for young people with disadvantages and a better matching on European`s labour markets.