<< Objectives >>Our aim is build a bridge between generations X, Y and Z, which will enable smooth communication, mutual insipiration and experience Exchange. We move the across-generations dialogue from the sociological and political level at the practical level of work teams cooperation. Cooperation across generations on the job is the driving force behind the labor market development. We will contribute to a positive perception of diversity across genarations and its use in work teams.<< Implementation >>We describe the topics and training needs of generations X,Y,Z in terms of work environment. We create the online xLearning platform for each generation with tailored contents and training methods. We will pilot the whole methodology with 80 participants. We develop innovative approach, how to share experiences and inspire each other with own positive attitudes in work teams. We will create an online platform that will allow HR experts, trainers and employers to use the created procedures.<< Results >>- attractive to reader and user-friendly description of generations X, Y , Z behavior in work teams;- Tailored development program for each of the generations- innovative methods of communication and cooperation of generations in work teams- online platform, including best practice and digital tools- higher sensitivity of generations to positive values and attitudes of other generations on the job - effective exchange of experience and know-how between generations in work teams

<< Background >>Digitisation is the key word now for all sectors of our economy and so it is for the VET providers. Every department can go digital:-Communication: website, social networks…-Sales: e-business, e-platforms for calls for tender…-Education and training: learning management systems, videoconferencing tools, digital contents…-Supports: Business analysis systems, Cloud, Collaborative tools…The Covid-19 crisis even accelerated the global digitisation of all sectors. According to McKinsey study (July 2020), 55% of customer interactions are now digital over EU and the digitisation of customer interactions has been accelerated by 3 years. The same study is pointing that 50% of the products and/or services are now partially or fully digitised across EU and this digitisation has been accelerated by 7 years.Common belief is that digital learning is cleaner than regular face-to-face training activities mainly because it is reducing transports and paper consumption. Transports represents about 16% of greenhouse gas emissions worldwide and paper production 0.6%. The digital sector is responsible for 4% of global greenhouse gas emissions (Ademe 2021) and the sharp increase of digitisation suggests that this carbon footprint will double by 2025. Digital sector greenhouse gas emissions are generated by equipments (computers, smartphones, tablets…) 47% and data centres 53%.So far, the VET industry priority is to digitise and to develop digital learning but it’s not taking the environmental impact of this massive digitisation into consideration. In order to effectively support VET providers into this strategic and organisational changes, it is important to start thinking and elaborating clear process and methodology on how to implement sustainable digital training process and how to develop sustainable digital contents.<< Objectives >>To meet the following priorities:-Reducing the environmental impact of digital learning-Supporting green digital skills for VET providers-Contributing to innovation in VETThe GREEN IT for VET providers (GIVE) project aims to develop a clear first methodology for VET providers on the environmental impact of digital learning. To do so, we must be able to define the lifecycle of a digital training course. Our objectives are to:-Implement the 1st study ever made about the VET industry professional practices regarding digital learning development and implementation in order to define:oThe life cycle of a digital training courseoEnvironmental impact of the professional practicesoEnvironmental impact of the pedagogical practices-Develop green skills of the VET providers with the creation of a whitepaper about Green IT for the VET industry & the development of a digital training on how to create digital training taking into consideration its environmental impact -Increase VET sectors awareness of the environmental impacts of this massive digitisation and the importance to support teachers and trainers with good practices and green digital skills<< Implementation >>We are going to implement the following activities:1 – Study about the environmental impact of digital learningAnalyse and study of the VET industry professional practices regarding digital learning development and implementation to define: -the life cycle of a digital training course-the environmental impactTargets Groups of the project are:-VET providers: Teachers and trainers (schools, universities, apprentices’ schools, training organization …) -Learners: Students, apprentices, job seekers, trainees, etc.-Digital learning providers: digital contents publishers, technological solution designers (apps, learning management systems…)-Other VET industry stakeholders: Professional hubs, Public bodies, training financing organizations, etc.The environmental impact of digital learning study will be done through:-Electronic questionnaires-Participation to meetings, round tables & seminars-Face to face interviews with expertsWe expect to reach 300 participants during the study on both national and international side. 2 – Digital training course for VET providers and digital learning providers about the environmental impact of their professional and pedagogical practices.The digital training course will include 3 webinars with national or international experts on the topic of environmental impact of digital learning. The whole duration will approximately last 10 hours. Contents will be available on a free access basis on My Green Training Box platform in each language (EN, FR and PT). The digital materials will be created according to the results of the study about environmental impact of digital learning in order to deliver a digital training acting as a good practice and example of what is a digital training course taking Green IT into consideration. 3 – Implementation of a pilot digital training The project digital contents will be tested by the project target groups, it will be done at two levels: T1: During this 1st testing phase, participants will have to answer some evaluation questionnaires about their overall experience with the digital contents and learning environment. We expect to test the digital trainings on about 200 participants and get about 80% of them to be satisfied or completely satisfied with it. Evaluation will be done using the Net Promoter Score (NPS) method to also measure the likeliness of participants to promote our digital trainings to their pairs.T2: This 2nd testing phase will be organized with at least 20 EU VET providers. This testing phase will be divided in 3 steps:-Evaluation of internal digital practices before the training-Participation to the project full digital training -Evaluation of internal digital practices after the trainingThe aim of those evaluations is to obtain user’s friendly and efficient digital training materials that will meet our project expectations.<< Results >>Tangible results after 14 months:1// The first comprehensive study amongst the EU VET industry about the environmental impact of digital learning. 2// The Training programme of a digital training in three languages (English, French and Portuguese), including:- Learning objectives- Modules- Assessment methodTangible results after 24 months:1// The first whitepaper about the environmental impact of digital learning in three languages (English, French and Portuguese), including:-The life cycle of a digital training course-Environmental impact of the professional practices-Environmental impact of the pedagogical practices-Decision making tips2// One-pagers (infographics) including the most important data and key topics of the study in three languages (English, French and Portuguese).3// Digital training about the environmental impact of VET providers professional and pedagogical practices in three languages (English, French and Portuguese), including:- 3 webinars- 10 motion design videos- 10 podcasts- 10 text documents- Assessment materialsApproximate duration: 10 hours.Assessment materials will include a self-evaluation grid to enable to assess the environmental impact of a digital training before or after its release. Digital training will be available on My Green Training Box platform.4// Development of the testing phase evaluation phase methodology and materials.5// A comprehensive evaluation report including all the testing phase results.Intangible results:- Increasing the digital green skills of teachers and trainers- Increasing VET industry awareness of the environmental impact of digitisation - Instilling Green IT good practices into VET industry

<< Background >>The emerging “new” world sweeps away the “old economy” setting a prevailing role for innovation and ICT. SMEs, despite comprising the backbone of EU economy and playing a vital role for its growth and development, are in the midst of this global transition towards a digital and green economy and society lagging behind its tremendous benefits and potential, especially for the micro & small ones and the self-employed. This digital gap has increased inequalities allowing for an increased inclusiveness gap since SMEs make the most of the industrial fabric in many EU countries creating the majority of jobs and being the cement of inclusive and sustainable societies. COVID-19 pandemic has further hindered traditional ways of doing business highlighting their vulnerability and increasing the necessity and pace for change and adaptation to the distance economy disruption apart from the challenges posed by the digital transformation of the emerging 4th Industry Revolution. This unpreparedness of SMEs to harness the potential benefits in productivity and competitiveness deriving from adopting digital technologies for inclusive growth results from their lack of support and orientation to identify their needs or the value proposition and understand the potential game changer the digital ecosystem provides. SMEs are often not aware of innovation potentials, struggle to understand what to digitalize, which technology to use, how to prioritize goals, and which organizational changes (e.g. skills and roles) are required. This highlights the need for systematic guidance through support units.<< Objectives >>Against this context, enabling self-employed, micro & SMEs’ digitalisation with supportive strategies for their introduction and orientation has become centrepiece for inclusive growth in EU. Roadmaps providing step-by-step guidance through the digital ecosystem landscape from simple technologies such as e-commerce, e-invoicing and e-payment to more interconnected systems such as e-platforms and digital marketing and further forward to the new generation of technologies such as Big Data, Internet of Things, Artificial Intelligence, Machine Learning, Cloud Computing, Blockchain, Augmented Reality and Robotics with simple, concrete and practical examples and micro-learning experiences can be viewed as top priority and urgent catalyst for uplifting the barriers and constraints SMEs face to grow digitally and optimise their capacity for skills and resources for their digital enablement. #SMEsGoDigital project strategic objectives if to provide this supportive ecosystem in the form of a Tech hub, a one-stop-place for stakeholders providing awareness, orientation and digital competence to guide our target groups, micro & SMEs manpower and self-employed through their digital transformation of their business models.<< Implementation >>The project will deliver four main Project Results (PRs) consisting of a number of tasks and subtasks framed by three multiplier events in the form of Thematic Workshops aligned with certain PRs for feedback and dissemination purposes and the Final Conference for maximization of the project’s impact.The PRs to be developed for #SMEsGoDigital tool are as follows:1.Design of #SMEsGoDigital tool•Design of the #SMEsGoDigital online platformoDefinition of requirements with focus group discussions and extant research identified through literature review;oBlueprint of the online portal functionalities answering the stakeholders’ needs as mapped; •Design of the supportive orientation programmeoDefinition of three-level roadmap towards digital transformation, basic, standard and advanced, with incremental stepwise benchmarksoDefinition of digital transformation mapping criteria and design of digital readiness self-assessment questionnaire •Design of incremental stepwise micro-learning experiences oCompetence-based course design for the SMEs professionals (management and employees) continuous professional development of digital skills and awareness of current trends based on bite-size, practical, real-life examples, scenarios and best practices ->Multiplier Event: Workshop with micro and small SME’s manpower and self-employed to validate the requirements and the blueprint process 2.Development of the #SMEsGoDigital tool•Development of the #SMEsGoDigital online portal•Development of supportive orientation programme•Development of digital skills and awareness e-course->Multiplier Event: Workshop with micro & SMEs and self-employed professionals and stakeholders for feedback on the PR2 deliverables and participatory action plan invitation 3.Piloting of the #SMEsGoDigital tool->Multiplier Event: Workshop with micro & SMEs and self-employed professionals and stakeholders for participatory action plan with applicable implementation of innovation1.Sustainability & Exploitation plan framed with Policy Recommendations->Multiplier Event: Workshop with micro & SMEs and self-employed professionals and stakeholders for launching the #SMEsGoDigital tool (Final Conference)<< Results >>#SMEsGoDigital project is a dedicated online tool tailored to the SMEs requirements for guidance, skills and resources to fuel capitalisation on their digital business models and processes transformation fociusing on the micro and small enterprises and self-employed. An online Tech hub initiative which aspires to develop a single point of entry for businesses combining a competence centre with the required resources for the digital gap via micro-learning experiences to help SMEs to understand and implement Digital Transformation initiatives and practical sector specific orientation provision in one convenient online location providing a holistic ecosystem. This tool will offer a one-stop portal which will combine a platform with resources for knowledge, skills and competences to incrementally develop the SMEs’ digital literacy culture which actually synergises with their practical day-to-day activities and sectorial roadmaps with sequential feasible objectives detecting the current state of readiness for the digital transition and a mix of quick-wins as well as sustainable innovations resulting from their digital upskilling.The digitalisation roadmap via #SMEsGoDigital tool will support and complement digital adoption and diffusion as it will:-create a three-level digitalisation track guide, basic, standard and advanced, to set the foundations for sectorial roadmaps to follow for incrementally increasing the digital capacity;-provide supportive and practical orientation with a digital transformation plan consisting of a readiness questionnaire, current trends awareness with real-life examples and implementation tangible goals demonstration; -increase digital literacy and culture with the upskilling of management and employees depending on the company positioning along the digital transformation roadmap;-offer micro-learning trajectories through participative action plans for stepwise clearly defined and feasible goals towards strategic benchmarks;-foster the transition from brick-and mortar to digital business required for the new distance, digital and green economy-ensure inclusive growth

"<< Background >>CONTEXTThe COVID-19 is no doubt a crisis of historic proportions and should be considered as the strongest economic shock and crisis since the Second World War – following the OECD it is “the most serious economic crisis in a century”. COVID-19 pandemic is transforming and affecting the nature of work, leisure, family life and society. In effect, it is changing the way that individual careers work because the future workers are going to live in a world where going into the office, networking and attending an interview for a job position are already things from the past career guidance. The CEDEFOP skills forecast predicts that almost 7 million EU jobs will be lost or not created due to coronavirus pandemic over the period 2019-2022.Across Europe, in order to ensure a swift recovery, it is more and more necessary to guide and to support the citizens in finding their pathway to a career in an evolving economic cycle and job contexts. The traditional career guidance approach is not any more effective in terms of adaptation to changing skills needs, green and digital transitions, inclusion and economic cycles. It is necessary to develop and implement new and more relevant training and learning approaches in order to be more relevant to the current and future needs of the economy and society.NEEDSThe European Commission would like to develop the European Education Area to support European Union Member States in building resilient and forward-looking education and training systems, particularly in light of the COVID-19 pandemic where it is essential to prevent structural barriers to learning and skills development from impacting citizens’ employment prospects and participation in society. The partners believe in a brand-new approach based on the practices, knowledge and expertise coming from international contexts and that is able to bring innovation, increased capacity and professionalism in the career guidance.Effective career guidance helps individuals to reach their potential, economies to become more efficient and societies to become fairer. It provides people with personalised, impartial and timely information and support to make decisions about their lives.As suggested by CEDEFOP, in light of the growing negative impact of COVID-19 on national labour markets and people’s lives, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society.A quality career guidance in line with the evolution of society is more and more needed to provide integrated learning pathways and access to innovation, as well as validation of skills and job-search support. Effective career guidance will be necessary to help people understand and address their needs, by choosing effective/appropriate distance and digital learning solutions, which lead to the right skills and credentials.Career guidance should support people to understand how the job market works, what strategies and approaches are more effective and how to deal with challenges ad ongoing evolutions.As suggested by CEDEFOP in ""Career Guidance policy and practice in the pandemic"", it is important to intensify cooperation between different service providers, stakeholders and employers in rethinking and reposition in guidance in the national COVID-19 recovery strategies. The pandemic can constitute an opportunity for governments to pay further attention to and rethink career guidance provision from a systemic perspective. This might include actions to develop career guidance that moves from information delivery to more collaborative approaches, enhances using technology, integrated in the services, and underpinned by appropriate/effective strategies for career management skills development. Effective guidance will be necessary to help people understand and address their needs, by choosing effective/appropriate distance and digital learning solutions, which lead to the right skills and credentials.<< Objectives >>Across Europe, to ensure a swift recovery, it is more and more necessary to guide and to support the citizens in finding their pathway to a career in an evolving economic cycle and jobs contexts. The traditional career guidance approach is not any more effective in terms of adaptation to changing skills needs, green and digital transitions, inclusion and economic cycles. It is necessary to develop and implement new and more relevant training and learning approaches in order to be more relevant to the current and future needs of the economy and society.MAIN OBJECTVEThe project would like to build up a new generation of professional European Career Guide able to support people to improve their career journey through learning, skills, reskilling and upskilling, work and transitions - a need more and more important especially in difficult and evolving times.Thanks to an international context and to the background coming from different partners it is possible to increase partners' staff skills, prepare and equip the professional ""European Innovators in Career Guidance”.The project results will be distributed as Open Educational Resource in order to be used by educators in different context and building up a European network of professional career guides.WHAT IS AN INNOVATIVE CAREER GUIDANCE?Career guidance should support people to understand how the job market works, what strategies and approaches are more effective and how to deal with challenges ad ongoing evolutions.There is a need for individualised solutions to overcome the uncertainty created by the pandemic, the change coming from distance and blended learning, the increased difficulties in accessing to guidance services and the social inclusion that only a renovated career guidance could bring. It is a complex process and the partnership would like to innovate career guidance. Effective and innovative career guidance should support individuals to act on the basis of 4 elements:1 - REFLECT: starting from a personal point of view the individuals are invited to self-awareness, self-consciousness and IKIGAI (a Japanese concept referring to having a direction or purpose in life)2 - GROW: individuals are stimulated to a lifelong learning perspective to personal and professional growth thanks to soft skills, mindsets, antifragility, upskilling and reskilling, frequent Vocational Education and Training, networking 3 - GO OUTSIDE: to explore the possibilities and to interact with the job market thanks to personal branding, skills intelligence, networking, understanding the world and how it could affect the personal careers4 - MANAGEMENT AND EVOLUTION: management of a position, the evolution of careers, transitions, antifragility and challengesBENEFICIARIESDirect Beneficiaries- a new generation of innovative professional European Career guides composed by career guides and counsellors, coaches, VET trainers, teachers, VET providers, employment centres' staff, psychologist, Human Resources personnel, occupational consultants and at large, any educator or person supporting in the job research and career development.Indirect Beneficiaries- the population in contact with the above-mentioned category: workers, students, NEET, unemployed, recent jobless, people that would like to reskill or upskill their professional background and competencies in order to ensure their sustainability, educators from formal, non-formal or informal contexts dealing with a call for support in terms of employability.<< Implementation >>OBJECTIVES IN ACTIONThe partnership will cooperate in bringing relevant content, sharing practices and, mainly, training the staff, intensive testing of the approaches, methodologies and results.The innovation coming from the project results will be able to adapt the career guidance to labour market needs with evident benefits in terms of employability of the people to be guided and supported with their careers in difficult contexts and times. The project outcomes will be shared and exploited at the international level as Open Educational Resources thanks also to their characteristics (availability in different languages than English, practicality and tips for their effective implementation, interactive resources and readiness to be used in different contexts.ACTIVITIESThe activities are focused on 2 levels: oTrain the career guides – a new professional profile of “European Innovators in Career Guidance” to be trained during meetings, intensive training events and by collaborating in producing project resultsoEquip the trainers with materials ready to be used during the activities to deal with unemployment, upskilling and reskilling needs for the future job force with tested project results and intensive communication and dissemination plansThe approach guiding the activities are based on a triangle (knowledge – inspiration - action) with tested outcomes, strong innovation and effective implementation processability such as:•Intensive testing of the outcomes by the project partners in a series of peer-learning sessions, via workshops at local level and with the involvement of several stakeholders in an inclusive context•Research about relevant cases, policies and local features to increase the knowledge of different national contexts•Creation of a guidance system to face with success the post-COVID19 pandemic’s impact on jobs and the need to drive a transition process in order to increase the employability•Design an effective training based on a scientific approach dealing with the academic pedagogy in counselling and occupational psychology – the training will be delivered within partners and described in a training module •Building up a practical digital toolkit for the inclusion in the career guidance thanks to innovative and effective ways to implement a new approach•Creation of a database of relevant OER including reports, handbook, training module and a digital toolkit about innovation in career guidance•Availability of materials in 5 different languages (English, Italian, Finnish, Spanish and French)•Creation of a brand-new professional profile of ""European Innovators in Career Guidance” recognised under the ECVET and EUROPASS systems•Networking within professionals in the career guidance across Europe•Large communication and dissemination activities with the support of informative materials such as an interactive project website, leaflets, social networks, newsletters, blended multiplier events (webinars and seminars)•Creation of a quality system management including coordination control, management of the risks, key performance indicators, steering committee, assessment and evaluation•Blended mobility scheme including frequent online meetings (once a month minimum), 3 Transnational Project Meetings and 3 Intensive training events<< Results >>OPEN EDUCATIONAL RESULTS IN 5 DIFFERENT LANGUAGES (English, Italian, Finnish, Spanish and French) AND IN DIGITAL INTERACTIVE FORMATS:1.KNOWLEDGE – REPORT: Career Guidance in Europe: policies, system, relevant cases, evidence-gathering about local and regional needs 2.INSPIRATION – HANDBOOK: Guidance to post-COVID19 jobs and transitions: •Skills intelligence •New EUROPASS curricula and personal branding•Challenges post-covid19•VET evolution •Professional transitions over the crisis 3.ACTION – TRAINING MODULE: PEDAGOGY AND PSYCHOLOGY FOR AN INCLUSIVE CAREER COUNSELLING AND GUIDANCE: •Antifragility•Mindset building•IKIGAI•Career counselling tips•Pedagogical approaches to career guidance4.ACTION – DIGITAL TOOLKIT FOR INCLUSION IN CAREER GUIDANCE: Open Educational Resource ready to be used to innovate the career guidance practices:•LEGO bricks for career guidance•Soft Skills•VET Excellences implementation tips •Self-reflection and self-construction•Inclusive Career guidance tipsOTHER RESULTS5.Creation of a brand-new professional profile of “European Innovator in Career Guidance” recognised under ECVET and EUROPASS systems6.Website containing multimedia materials7.2 project Newsletters8.Social networks dissemination: Facebook project page, LinkedIn, Instagram, Twitter9.Traditional media dissemination: press, newspapers, radio broadcasts10.Leaflet in English and all partners’ national languages11.A large series of MULTIPLIER EVENTS to present the project results both via online webinars and seminars in each partner’s national county and also at the international level12.Creation of an international network of European professional career guides."

Context/background of the projectFor several years the European Commission has stressed in each of its communiqués the importance of vocational education and training (VET) for the employability of (young) people as well as for the competitiveness and growth of the economy. In many countries strategies to foster VET focus, however, largely on initial VET. The project covers a wide range of European Life Long Learning objectives and priorities that are related to the core philosophy of Erasmus+:Contributing to Lifelong Learning:Apprenticeship is one of the key issues in Lifelong Learning and thus a flexible dual education system specialised for SME’s is going to be huge improvement. Not only from the perspective of education, but mainly from the perspective of individuals on the labour market: migrants, workers who want to improve their skills and/ or people who are looking for a (new) job.Contribute to the development of quality lifelong learning and to promote high performance, innovation and a European dimension in systems and practices in the field:The development of an innovative flexible certificated standard of apprenticeship system under European cooperation is going to set the foundations for the development of high quality apprenticeship systems. Additionally, project's results and dissemination activities will promote the development of common European and national policies related to apprenticeship and will enhance attractiveness of VET and Life Long Learning at European level.Lack of apprenticeship certification discourages young people to become apprentices. Additionally, lack of regulation framework discourages firms to benefit from apprenticeship programs. An innovative flexible certificated standard of apprenticeship system will improve the quality, accessibility and attractiveness for VET and lifelong learning opportunitiesSupport improvements in quality and innovation in vocational education and training systems, institutions and practicesThe project concerns an innovative apprenticeship system with improved quality due to its involving all interested parties .To enhance the attractiveness of vocational education and training and mobility for employers and individuals and to facilitate the mobility of working traineesAn innovative apprenticeship system integrating work-based and school-based learning promotes the mobility of employers, individuals and working trainees.Sector Skills AlliancesThe project will bring together bodies with metal construction companies' specific expertise in three complementary fields: the world of vocational education and training, the labour market, and VET policy makers with the help of a more flexible education system in order to identify skills needed by the energy sector and to integrate sectorial skills.Promoting equality between men and women and contributing to combating all forms of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation