Current EU-based problems being the root of the project:- high unemployment among people in their twenties, so called NEETs (2014: 17,7% UE, PL 16,5%)- problems with employability and returning to labour market for long-term unemployed, especially aged 50+ (56% of unemployed in the age of 50-64 has no job for 12 months or longer)- increase in the number of immigrants in the EU (including refugees from war-torn countries, e.g. Ukraine, Syria) and necessity of providing them with a smooth entrance to the job market (more than a million of immigrants entered EU in 2015 alone according to UNHCR).Which sector creates chances for stable and well-paid employment for the aforementioned groups?Transport is an important sector of EU members’ economy (e.g. it creates 10% of Polish GDP) It is also creates a significant number of jobs (more than 10.5m in the whole EU, including almost 3m people employed in road transport). More than 570.000 companies provide road carriage services, making an income of 312bn euro in 2012 alone). Number of goods carried by road vehicles has been constantly rising, making an increase of 33.4% in 1995-2013 period. Carriers have recently been suffering the consequences of professional drivers’ (further named as PD) shortage on the job market and therefore decide to employ the foreigners coming outside of EU more frequently. In 2015 alone Polish authorities issued 13.238 dedicated driver certificates for citizens of non-EU countries (6.429 more than in 2014). Most of them were issued to Ukrainian citizens (10.022 certificates). PDs are listed as on the most difficult occupations to find a suitable, qualified employees. At the same time, this occupation has been facing a need for constant rise of requirements. This situation is especially a challenge for transport sector, as the majority of PDs represent a rather low level of professional qualifications. Additionally, as this occupation has a largely negative image in the EU the deficit for PD candidates is likely to increase, if the optics are not changed.TARGET GROUPdirect: driver training centres, lawmakers in the field of PD trainingindirect: road transport companies, unemployed including: young NEETs, people aged 50+, immigrantsCHALLENGEEnsurance of efficient training for PD candidates in the EU, so they can address the constantly changing sector requirements and enable gaining high level professional competences for efficient entrance to job market. Irrespective from this, the training must be customized for the needs of different groups of candidates (e.g. representatives of targeted 3 defavorised social groups). ICT-based trainings offer additional capabilities for reaching a significant number of people in Europe, frequently in the time and place suitable for them. They also help in providing a high quality and efficiency of the training which is crucial for creating chances for stable employment.So far, a broader integration of traditionally provided and ICT-based trainings in PD training framework was difficult due to skeptical attitude shown towards the innovative training solutions as well the legislation, which is suited for traditional training methods. Both these barriers are based on lack of trust towards ICT-based tools, especially their actual efficiency compared to conventional forms. Current situation on job market (e.g. long-term unemployment, unemployment among young people, influx of immigrants from different cultural backgrounds) proves that it is strongly recommended to use the potential of ICT technologies in PD candidates training.AIM OF THIS PROJECT is to increase the availability and efficiency of ICT-based training for professional driver candidates through including the needs of chosen groups that are defavorised on job market as well as through the analysis of their needs, barriers and available solutions. This will be achieved through developing a coherent model of training for professional driver candidates that will comprise innovative ICT-based solutions and recommendations for changes in the national and European legislation.

"CONTEXT.Responsible Research and Innovation (RRI) emphasizes the commitment of universities to University Social Responsibility (USR). This means, on the one hand, rethinking the ways in which research results are measured, improving the indicators used, focusing mainly on scientific impact, and providing new ones that facilitate a more complete and complex perspective of the impact of research on socioeconomic changes and environmental needs. On the other hand, it implies a reflection on the role of the university in promoting socio-educational equity and access to knowledge and information for the most vulnerable groups and those at risk of social exclusion. This is where the proposal of Inclusive Responsible Research (IRR) fits in, with Knowledge Mobilisation (KM) as the main strategy. The research tradition usually rewards scientific knowledge disseminated within its own circle. These results are quite easy to measure, for example, scientific impact is measured through the number of citations a researcher receives; theoretically, the better the research, the more citations it will receive. Obviously, these types of measures do not consider social impact. And as a consequence, most researchers, whose work is always evaluated with this type of indicator, have not shown any interest in the real impact of their results. Promoting MSW involves new measures that consider the social impact of research. There are several attempts that point to this need, but they remain at the theoretical level. This is where the IRR comes in.OBJECTIVES.Thus, IRR tries to facilitate the change towards a more inclusive responsible research through KM. To do this we will provide evidence of the need for change and tools to change the trend. The specific objectives of IRR are: a. To make visible the need for, and promote, inclusion through KM strategies in university research. b. To find profiles of ""Inclusive Responsible Research"" at the international level. c. Establish guidelines for more Inclusive Responsible Research.PARTICIPANTS AND METHODOLOGY5 higher education institutions in Spain, Romania, Austria, Serbia and Slovenia will design indicators and conduct interviews to the research groups in their institutions to help establish profiles and define best practices in KM. They will also design an online application using the Design Thinking methodology to guide research groups on the inclusion of KM in their research.DIRECT EXPECTED RESULTS.Establishment of:(1) a clear image of the functioning of the research groups, highlighting the social impact of their results through a series of new indicators to measure the level of inclusion of university research, and (2) guidelines to improve an inclusive approach in the processes and results of research. INDIRECT EXPECTED RESULTS.- To improve the understanding of different research traditions based on gender profiles, type and branch of research and size of research groups.- To identify good practices in inclusive research through KM strategies.- To promote the development of a new policy in universities in the field of research focusing not only on scientific-technical impact, but also on social impact- To support social impact through the methodology used and the mobilisation of all results among stakeholders:- To raise awareness of: - Participating research groups. It is expected that the research groups become aware of the need to carry out research that is more inclusive and open to society. - Institutional research managers. As part of the management of the university, they are directly responsible for the development of Social Responsibility plans. IMPACT.IRR will provide universities with a series of reports describing the current situation of the university. On the other hand, they will also be provided with a series of guidelines that can facilitate the beginning of a transformation towards a promotion of quality focused not only on the scientific-technical impact but also on the social impact. IRR will also provide researchers with a tool to improve KM.LONG TERM BENEFITThe longer-term result is expected to be for society. If research policy changes, also strengthening the social impact, there will be an opening up of science to citizens, making research groups more sensitive to diversity, which in turn will empower stakeholders."

The #GetInvolved project develops material to promote democratic attitude and active citizenship in the VET, aiming to cause a wider change in thinking throughout the European society. The planned products shall empower teachers/trainers, students and VET-Institutions in living democracy, participation, antidiscrimination and social engagement. What circumstances led us to develop #GetInvolved?Over the last decade, Europe is struggling with growing populism and EU scepticism among political elites and citizens. In nearly all Member States (right-) populist parties gained voters in local, regional and national elections. The public discourse moves to the right and studies show that although people declare themselves in favour of democracy and diversity right-populist opinions solidified in the midst of society. Ever since the Brexit it came clear, that a lot of citizens lost trust into the political system and their representatives. Further, nationalist resentments, racist attacks and especially the open hostility towards asylum seekers in the European society show that also the European values and human rights, which the EU was always proud of, are in danger. How is #GetInvolved helping?Our project is addressing named issues as it aims to offer an approach for promoting democracy and active citizenship in the VET. The VET sector hereby reflects society at large: what is happening to students, trainers or co-workers is a direct effect of social trends. Establishing democratic thinking, participation and awareness of discrimination in this field helps to strengthen common values in the society in general.Therefor the project is developing 4 Intellectual Outputs that will empower teachers, trainers, students, staff members and VET-Institutions to build democratic structures and attitudes within their learning and working environment such as in private life. Empowering hereby means to provide them with necessary democratic competences: what kind of discrimination does exist and how do we recognise it? How can we participate in decision-making processes? How can we shape our social environment and take responsibility? How can we build up an open and democratic work environment? In concrete, what Outputs and activities is #GetInvolved developing?Based on a State of the Art Analysis the partnership will develop the following Intellectual Outputs:1)Train the Trainer Workshop – aim is to train VET-teachers and trainers in democracy and to provide them with concrete methods, which they can implement in their teaching. 2)Handbook “Students’ competitions” – practical guidelines that explain to VET-Institutions, schools and companies how to organise contests for students, to motivate them in developing projects and ideas regarding democracy and social engagement.3)Self-Monitoring Tool – VET-Institutions can examine democratic processes in their own structure and figure out problems and points worthy of improvement. 4)Concept of a certification process – design of the #GetInvolved label and a concept of how to certificate that VET-Institutions and/or companies have proven to be a “democratic institution”. Over the course of the project, we will conduct one teaching activity for teachers, trainers and (HR) managers to present the material and teach its usage. This way we will train approx. 10 staff members and qualify them to act as multipliers. Further, we will collaborate with associated partners and VET-schools to conduct at least 4 students’ competitions with at least 70 VET-students involved. The competitions shall motivate the students to conduct social projects by themselves. These can be projects in the neighbourhood, projects against racism or other topics. Aim is to get them involved and make clear that they have the power to shape the world they are living in. In the end of #GetInvolved we will organise in each partner country one Multiplier Event during which we will award the best student’s projects conducted within the competitions. What impact will #GetInvolved have?On its completion, the project will lead to concrete outcomes observable among project’s participants. Here to mention are:•more awareness regarding discrimination, racism, sexism and populism; •more awareness regarding participation possibilities; •knowledge of common values and citizenship;•a democratic attitude;•The ability to analyse structures of own institutions regarding above-mentioned topics. •The project will create new role models in VET-Institutions On the long run, these outcomes will help to lead to a change in thinking among society: they will support democracy and active citizenship in general as we expect the project participants (staff members such as students) to transfer their new democratic experience also into other areas of life. Who experienced to have impact and influence in working life finds also motivation to engage in social life.

"The European automotive industry and plastics are inextricably linked. Of all the areas of mechanical engineering, the application of these materials is necessary and also cost-effective. The automotive industry is one of the largest and most important customers of modern plastic and composite materials. Today, individual car manufacturers can choose from a large number of plastic materials for interiors, where the emphasis is on softness, durability and colourfastness, as well as for exteriors with the main requirements for durability, rigidity or toughness. At the same time, technologies for plastics processing and related processes, such as mould design and production, are being developed. That is why it is very important to have comprehensive training that will help workers in this sector to develop their knowledge. A significant recent trend is the material harmonization and replacement of metals with plastics to reduce emissions in the production of components and at the same time reduce weight with the effect of reducing energy consumption in the operation of cars. The European Union requires this direction in the agreement entitled ""Green Deal.""The MOLD4PLAST partnership, which was composed of the following 5 partners, captured this trend and ensured a smooth and successful project: - Slovak Chamber of Commerce and Industry (SOPK), is established to represent, coordinate and protect common interests of its around 1.000 members. As the automotive industry has become the most important sector and driving force of the Slovak economy over the past 20 years, the number of the members’ companies – automotive suppliers of SOPK have grown significantly and today it accounts for one third of the membership. - Moravian-Silesian Automotive Cluster c.a. (AUTOKLASTR) was established to increase competitiveness and to encourage innovation and export capacity of interconnected companies, entrepreneurs and institutions in the Region. Cluster actively coordinates innovative approaches in: Development of Human Resources - educates and develops competencies. Trade Relations - cluster saves money and opens up space for new markets. Research and Development Activities - test products and encourage innovation. - 3S research laboratory (3SRL) is one of the leading educational research organisations in Austria. The organisation designs projects in the field of knowledge, learning and work – most notably in vocational education and training (VET), higher education (HE) as well as adult education. - AIMPLAS, the Technological Institute of Plastics located in Valencia, is a private, non-profit Association with more than 500 associated companies. AIMPLAS has participated in more than 90 projects (FP5, FP6, FP7, LIFE+, EcoInnova. & H2020), among others, coordinating several of them. - AVIA brings together 102 companies related to the automotive sector. AVIA brings together the entire sector’s value chain. Currently, the joint turnover of the associated companies is more of 13.000million euro, which is 13% of regional GDP of the Valencia region. The set of companies in the cluster are employing more than -31.200 people directly. AVIA is in position of the Bronze Label, recognised by the Cluster EXCELENCE Expert Group.Within 27 months, M4P e-learning educational platform was created. The content of the online platform (www.mould4plast.eu) consists of 4 modules based on interviews with professionals in the field, but also directly by people from the workshop, so as to reflect the real needs at the workplace. The modules are focused on materials, injection moulds, workshop work and the injection moulding process. Individual lessons within the modules are completed with quizzes that verify the acquired knowledge. If the training is applied to a group led by a Mould4Plast expert, it is recommended in the form of joint workshops and complementary comprehensive training using examples that are the subject of a joint discussion. Those interested in education can combine online education, classroom training and on-the-job training. Project outputs - Professional profile map of the worker for the form production for plastic injection and Development of traingl methodology, contents and tools, were presented to the general public, experts, but also to teachers and students of secondary vocational schools interested in plastics and plastic injection moulds, through multiplication events organized by industrial partners from the Czech Republic, Slovakia and Spain. The mentioned outputs of the project met with a very positive response from the professional public from Spain, the Czech Republic and Slovakia.Educational projects funded by the Erasmus+ is a great asset to the project partners, because they combine and harmonize challenges in education across the EU using innovative methods that have clear benefits for a wide range of participants in training courses."

"As defined by Ellen MacArthur Foundation, as the name suggests, a ‘circular economy’ is a feedback-rich approach, (often described as ‘circularity’) with its subject matter the choices we make around resources – the economy. It rests in contradistinction to a linear economy. A circular economy uses insights into real world systems which are complex, adaptive systems. These systems are open to modelling and influence where we emphasise participation, connections and understanding consequences rather than the identification of parts and their manipulation. A maturing circular economy will face three big challenges, as Walter Stahel (architect and industrial analysis) frames it. The challenge of ‘Re-‘ that is the challenge to perfect re-using, re-manufacturing, re-designing and all the other ‘re-‘ actions that need to occur to keep resources at their highest value for the longest possible time. Secondly follows the challenge of ‘De’, when products can no longer be re-cycled in a value-adding way: ‘de-constructing’, ‘disassembling’, ‘de-taching’. The third challenge comes with a capital K – Knowledge. Education about the circular economy framework and the crucial knowledge for it, such as technical and economic understanding, as well as ‘materials-literacy’, needs to permeate every level of society, not just c-suites and experts. As stressed and highlighted during the discussion taken at the “Circular Economy Stakeholder Conference” (9-10 March 2017) in Brussels, every worker, consumer and so, adult should be equipped with such knowledge, thus, education stands as one of the building blogs of a circular economy, including awareness-raising in general public and business community and integration of circular concepts at all levels of education, starting from the lifelong learning approach. Thus, CYCLE project stands for a shift to the circular economy by supporting the integration of circular economy into adult education curriculum and outreach programs to increase awareness in the general public and so, contributing to the construction of knowledge society based on human capital development.""Education in all its forms at all levels will form an essential part of the transition to a circular economy. This must include the identification of the training needs of workers who needs to be part of the immediate change as well as the longer-term action of educating future generations"" - as highlighted in the EESC ""Communication from the commission to the European Parliament"" on Circular Economy. Education needs to extend to all levels from primary schools to companies, SMEs, investors and financiers, etc. However, according to Jean Pierre Maugendre, there are some additional key trends to be considered when analyzing the effects of a circular economy on employment and the labour force. These trends are expected to profoundly shape the future of businesses, as well as the skills requirements for employees. Life-long learning is of major importance, however, the process of life-long learning has not yet been effectively integrated. By improving the skills of adult trainers, and thus, supporting the introduction of Circular Economy competences in lifelong learning, CYCLE project is intended not only to fill in the identified gap (improving the learning pathway of adult education professionals), but also contributing to the transition agenda. The project started in October 2017 and it finished in September 2019. CYCLE partnership is formed by six organisations coming from six different European countries: Spain, Austria, Italy, Poland, Belgium and the United Kingdom, representing different approaches on learning methodologies, adult education and competences development. CYCLE project is intended to create a set of tools that improve and develop Non-Vocational Adult Trainers (NVATs) training competencies that ensure the introduction of circular economy competences in adult training, contributing to the creation of an attractive learning pathway for NVATs and facing the existing gap in this area. The main target group are “non-vocational adult trainers” defined as those trainers & facilitators that provide any form of adult learning – formal and not formal – that is not directly linked to the labour market. During project implementation, one main Intellectual Output has been elaborated: Intellectual output 2: CYCLE Competence Centre. To support the development of this platform we have built a competences framework - CYCLE Competences Framework as a reference not only for the project but for future initiatives on the area of training and circular economy."