The overall goal of the project is to have more employable vulnerable (future) jobseekers. In this project we develop 2 courses regarding 21st century and entrepreneurial competencies: one for the mentioned client group and the other one for the people supporting them, being teachers, instructors, job coaches. Within the scope of the project we also do research on how we can use Open Badges to recognise and acknowledge these competencies. An Open Badge is a visual digital and reliable proof of a skill or competence that someone has acquired. It gives insight and words to what the client is capable of. This strengthens clients’ self-confidence because their competencies are made visible in a digital, transparent and open way, it creates efficient learning paths and is recognisable for stakeholders (employers - funders - governments - business partners)The world around us is continuously changing and this in an always faster manner. Globalisation, digitisation, technology, robotisation, aging and hazing, social changes in the direction of working more and longer, growth and shrinking of companies, etc. The world is changing and so does the labour market. Today 's jobs will no longer exist in a few years, others will come instead. The work is increasingly flexible and volatile. In such a dynamic labour market, it is important for all involved (both employers, employees and self-employed) to be flexible and broadly employable. People on the labour market will need a different skillset that includes generic skills (key competencies). These key competencies entail the possibility to adapt to changing conditions and learn new technical skills when needed. At this moment of the Covid-19 crisis we are all convinced that digitisation will radically change our work, social live and learning environments and we must see this as a challenge to realise a positive support to an inclusive labour market. All the above mentioned changes can be confusing if a person feels uncertain about himself and doesn't understand all mechanisms in place to help find his own space in it. For people with more support needs due to all possible reasons, it is therefore immensely important that the people supporting them have a good understanding of this society and its labour market challenges.This means we need to be equip people in search for a job with futureproof competencies that meet these needs, whether they want to work as an employee or as a self-employed entrepreneur and especially support the underrepresented groups to find out about their skills and how to improve them.Often the staff supporting them has a background that has not put emphasis on the need of unveiling/ uncovering the key competencies of their pupils/clients. They either teach them technical competencies or guide them towards a job by general questions, internship follow up, helping with job applications etc. This all is relevant too, it's just not enough anymore. Therefore it is imperative that these front officers/staff become aware of this fact, what these key competencies are and how these keep changing over the years. Not only do they need to know more about the competencies, they also need to know how they can discuss them with their clients/pupils and how to reveal the competencies (by observation, by tasks, …)The course 'Discover and reveal your clients competencies!' that we will develop will support them to improve their knowledge and skills in the support of revealing extra potential of the people they support.The course for clients is a collective way of discovering and revealing their key competencies. When the course is finished, the clients will have an overview with the explored competencies and where the client is positioned compared to what is desired. The client will make an action plan to work on desired competencies that are currently missing (or insufficiently expressed). Also they learn to express their strengths and how they can be used to benefit the job. Competencies serve as a means to increase clients’ chances at employers because they can talk about their competencies open and clear and why these are important for the vacancy available. As said in the beginning, we will create Open Badges in order to recognise and acknowledge these skills. An indirect goal we hope for is that through learning about the entrepreneurial skills, more people will consider to become self-employed when they see they do have potential.

<< Objectives >>-Develop personal digital and linguistic skills-Offer to the beneficiaries IT tools to communicate online, even on a daily basis-Offer useful tools to access the world of information, opportunities and knowledge that citizens have particular need at this time-Cooperate between partners by exchanging information and experiences in lifelong learning previously acquired, with particular reference to digital and linguistic education.<< Implementation >>There are 5 activities foreseen: Project management, Setting up a videoconference, Computer literacy for adults, Foreign languages and Digital library. The activities will try to include the greatest number of people over 65. Each partner will bring to the project their knowledge and experience gained in the past years, with the exchange of information and experiences we will try to encourage the evolution and quality of lifelong education.<< Results >>Involve 335 people over 65; who are able to move with more confidence, fluency and sensitivity in all areas and new situations, solving them with the methodology acquired during the project; to implement the number of members of each PP involved with the quality and innovation of the project proposal of 33 courses and with the promotion of the project; more collaboration and cooperation between PPs, intergenerational collaboration, long-term sustainability.

Participation in adult education represents an attitude of lifelong learning which serves different objectives for a variety of people. Irrespective of the age, origin, social or economic background, adult education must be accessible, transparent and visible. However, some adults are struggling to find their way through the adult education scenery. The aim of this project was to (1) raise participation in adult education, (2) decrease the inequality in participation (matheuseffect) and (3) improve the impartial adult education information and guidance service with the task of increasing awareness, offer information, orientation and guidance (in formal, non-formal and informal learning).Thanks to a partnership between Belgium, Lithuania, Finland, the United Kingdom, Austria and Slovenia good practices and methods were exchanged through learning activities in which we visited each other’s organisation and important stakeholders in the guidance community. Each partner had an own context, vision, target groups, experiences, methods, instruments and tools in adult education information and guidance which guaranteed a broad spectre to create a strategic partnership. By sharing good practices, implementing and evaluating methods the project aimed at the creation or elaboration of a central service point (a one stop learning shop) in each organisation/country which is adapted to the local/regional/national context. The process of the project has been disseminated at different ways: study visit reports, project management team reports, information on websites (nationaly and on www.adeigus.be), flyers for potential adult learners, blogs, and national study days at the end of the project to inform the local/regional/national guidance community and to strenghten the network. This network in the guidance community seemed crucial for outreach to more disadvantaged adult learners. The dissimination activities offer the adult guidance community the opportunity to use the information and help to increase the impact of the project. Enable better quality of the one stop learning shop by improved skills and competences of counsellors and increased awareness about the existence including referrals by the guidance community both allowed (disadvantaged) adult learners to participate more in adult education. The final goal of this project was a structural anchoring of a one stop learning shop by influencing the adult guidance community, the public field and the policy level.

Gender+ has developed governance and benchmarking tools for use by VET professionals to understand and improve their current approach to gender inclusion. In recent years, there has been a growing acceptance of a range of gender identities across Europe. This is evident in developments such as the greater gender and sexual fluidity found within younger generations, who now accept and identify with a diverse range of different identities, as well as through high profile campaigns such as Time’s Up and #metoo. Yet, despite this growing visibility, inequality still exists. For example, women remain overrepresented in low-paid jobs across Europe, whilst the unemployment rate amongst trans people is higher than the EU average. Issues around gender inclusion create a unique set of challenges for VET institutions. Their main target group for students is this younger, more gender fluid generation. Yet, at the same time, their existing facilities, approaches and courses have not always been designed to meet the needs of differing gender groups. Therefore, there is an emerging mismatch between student expectations and VET provision. This can be seen in the fact that minority gender groups remain underrepresented in VET, whilst certain courses also continue to be split down traditional gender lines. Similarly, although examples of training to help VET organisations address these issues exist across Europe, this training normally takes a ‘bottom up’ approach focusing on one gender group. The problem with this approach is that it leaves VET professionals unsure as to how to develop services which are inclusive for the full range of different identities now engaging with their provisions. Consequently, Gender+ has developed a complementary ‘top down’ approach which allows VET institutions to fully understand how different gender identities fit into their services, and so develop approaches which are fully inclusive to all. This has been achieved through the development of a series of governance and benchmarking resources which create a structured and supported approach to quality service design. Partners first developed a Gender+ Charter which sets out the minimum requirements an organisation needs to conform to in order to consider its provisions gender positive. This was achieved through desk and field research into current best practices and emergent trends across Europe. This Charter was then used as the basis for an interactive digital benchmarking tool which VET practitioners can use to assess their current services and then track their improvement. This is achieved through incentivised guidance and support which highlights how VET organisations can evidence and improve provisions to meet the Charter’s minimum requirements. Each organisation’s score against the Charter forms a ‘Gender Footprint’, with those organisations scoring well awarded a Gender+ kitemark and certificate. The final project output has been designed with sustainability and long-term impact in mind, as partners have produced a skills profile and resources for the development of a Gender Champion role. Through this, the project demonstrates the value for VET organisations in dedicating permanent time and resource to gender issues, something which will also help the project’s other tools continue to be used after Gender+ itself comes to an end. Throughout these activities, the project has engaged with VET leaders, HR managers and equality and diversity leaders from across Europe. This was complemented by the involvement of gender advocacy groups and policymakers. Therefore, the project has produced highly transferable resources which are able to be used in a variety of contexts across the continent. This will help Gender+ achieve a wide impact on the governance structures found across VET institutions, helping these organisations to become more welcoming and inclusive for a range of gender identities. This will see an improvement in the numbers of students from these groups engaging with VET services, helping to address the current underrepresentation of minority gender groups in VET. As a result, more people from within these groups will develop key employability skills, meaning that they are able to further their careers and become valuable members of the labour market, something which will ultimately improve social inclusion long-term across the countries involved.

UNEXPRESSED TALENT (UT)contributes to reduce the phenomenon of social and educational exclusion of young people (14-24 y.o.) by means of their active participation in civil society and increased personal accountability. Literature points out that one of the main indicators of uneasiness, often resulting in school dropout, is linked to an insufficient level of social inclusion and a scarce participation in democratic life as well as a general lack of the so called soft skills allowing young people to make the most proper decisions about their personal and professional life. The main problems identified at the beginning of the project, are: 1. Lack of a structured analysis on formal and non-formal education organizations: a scientific-based analysis in order to understand the origins of young people uneasiness and to recognize the alerts of such risks; 2. De-motivation of young people: the high percentage of young NEET is often caused by a lack of coordinated strategies aimed at intercepting, motivating and giving them the confidence and hope in the future; 3. Unexpressed talent: young people in discomfort situation often possess capabilities and a social capital which are not properly exploited by the formal education system or in the environment they live in. Such reasoning has led the partners to identify 3 specific objectives: 1. To conduct an analysis in formal and not formal education agencies to determine the phenomenon according to quantitative and qualitative indicators; 2. To motivate young people involving schools, municipalities, associations and project stakeholders to jointly face problems and target common solutions; 3. To connect formal and non-formal education agencies for the purpose of improving both systems. In this regard, UT has tackled social uneasiness of young people in difficulty by developing a model of inclusion in active citizenship (CSOs, etc.) by fostering transversal skills and empowering youths by becoming more aware of their unexpressed talents. Such empowerment actions, matched with commitment in civil society dynamics helped better level of integration both at educational and, if relevant employment. Led by a European network specialized in training and inclusion of people at risk, TANDEM PLUS (FR), the partnership is made up by diverse but complementary partners, covering 7 different countries (BE, FR, ES, PT, IT, SI, HR) bringing together nine partners whose expertise ranges to different topics as: non-formal education, tools for vulnerable people, effective transversal skills assessment, scientific research on social issues, compared social analysis, development and test of tools with social impact, services to vulnerable groups as migrants and foreign students, social inclusion. Starting with a research phase, the project has provided inputs for development of different strategies for talent appreciation, and has developed a user-friendly assessment tool targeted to teachers, families and youngsters to identify their specific kind of uneasiness or exclusion risk. Following the preliminary research and alert tool, the partner developed a multidimensional model (output4): expressing talents. In the rationale of the project, this entails a 6-step comprehensive path, made up by a set of methods and tools that aim at creating links between formal and non-formal education stakeholders to support the empowerment of youth, especially for young people between 15 and 25 years of age, to foster autonomy and self-recognition of skills to make talents easily emerge and consequently build strategies to express and promote them with enhances awareness of the wider context in which they live and with the support of a more structured collaboration of territorial organisations. The model has been the result of codification and evaluation of tools such as “Unexpressed toolkit- IO 3” and “alert tools – IO 2” that has been tested first with educators and operators of formal and non-formal education during a Joint Staff training week in Madrid and then, after finalization, tested on about 200 youths in each of the 7 countries. The evaluation of the model and its tools (IO 5) has shown that the partners have increased their organizational skills and network at both local level (especially with schools and other local CSOs) and learned and benefited a lot by the transnational cooperation to improve staff skills and methods to be applied to their ordinary work with youth, which will have a positive impact on future work. The evaluation also highlights the overall positive impact on the youths involved in the pilot experimentation of the model, with achievement of the target numbers and increased awareness of talents. The final recommendations, which embed lessons from the experience, provide guidance for further actions for different stakeholders. The recommendations represent a roadmap for further work in the field.