The primary aim of the pilot project is to create structures which will enable young people, 18-25, who have been identified as being at risk of becoming marginalised through non participation in both formal and informal modes of training and education to re-engage with the world of work and education. This pilot project with three EU partners, Ireland, Finland and Italy, is intended as a first phase in a longer project which will see the development of an accredited programme which has been codesigned by the youth participants working in partnership with the service delivery professionals to create pathways into employment and further educational opportunities. The project ethos is grounded in the principles of inclusive participation and empowering young people to play a full and active role in shaping the decisions that impact on their lives. This will involve the creation of learning pedagogies and teaching methodologies which will employ an innovative approach of codesign whereby the young people will have been involved in a real and meaningful way at every stage of the programme, from programme development through design to delivery and assessment.The pilot project comprises the following activities:1. The development of a suite of protocols to underpin the selection and recruitment of young people who will participate in the pilot phase. These protocols will include a complete project overview contextualised to reflect the needs of targeted subgroupings, guidelines which will frame the parameters of the project and provide loose structures within which the group’s activities can occur. 2. The recruitment of the participants employing strategies which reflect current best practice This will reflect the diverse range of socio-economic backgrounds, education capabilities and cultural identities which exist in the targeted youth population. 3. The development a work programme for the young people based on self-reflective learning principles.4. Delivering the work programme to the youth panel employing proven youth work practices in an informal learning environment.5. The development of a suite of protocols to underpin the selection and recruitment of professionals who will participate in the pilot phase. This will reflect the diverse range stakeholders who are active in both the employment of young people and the delivery of training and educational services to the targeted youth population. 6. The recruitment of the professionals which will involve discussions with representative bodies, professional associations and state agencies.7. The development of a work programme which will reflect the complexities and challenges faced by the teaching and training professions in engaging with young people who have not successfully participated in training or education schemes.8. The organising of a series of national workshops which will allow the Youth Panels and the Key stakeholders to engage in a process of discussion and code sign.9. The facilitation of a trans-European exchange which will bring together young people and professionals from the three partner countries to share the learning from activities at each national level.NB We have not altered any of the text which was pre-entered!

In this digital competences for educators project, we want to enhance the personal learning path of teachers/trainers and stimulate an innovative climate for educational organisations. The project is based on the DigCompEdu framework, which is the European Framework for the Digital Competences of Educators. In this project the framework is utilized to support the transnational and national development of educators’ digital competences in innovative ways. The project provides three outputs in order to enhance digital skills and competences in educational organisations on the one hand and aims to create an innovative climate on the other hand. All these outputs contain tangible and specific results, which can be utilized in open access during and after the project:1. As a first output, we want to create a 360° assessment tool to measure the digital skills and competences of teachers, based on the DigCompEdu framework. Using the made to order Comet tool (web-based Competence Measurement Tool), students/trainees, teachers/trainers and supervisors assess the competences of the teachers. The analysis of digital competences will expand extra team role behaviour (Belbin) and learning styles (Kolb) analysis, to have a better insight into the personalities of teachers/trainers, to stimulate innovation and cooperation/peer learning among the teaching staff, in addition to the fulfilment of an innovation favourable organisation culture.In partner organizations, Human Resources management and teacher coaches will be involved in this project, to stimulate the continuity of this output after the project lifetime. 2. DigCompEdu is a very important framework, also when recruiting new staff. In addition to the 360° analysis of the digital competences of teachers, it is very important to create a personal learning path for every new teacher within the organisation. New teachers should be oriented and should be involved in a personal learning path. Supervisors and teacher coaches should be aware of the needs and ambitions of staff in order to create specific innovative learning activities. The Learning Path will be integrated in the LMS of every educational organisation and we will analyse the added value of Learning Analytics in this output.3. The DigCompEdu also suggests a progression model to help educators assess and develop their digital competence. It puts forward six different stages. On a day to day base, it is hard to reach the highest levels: Leadership and Innovation. In this output, we want to take the educational organisation and teacher/trainer staff to the next level and stimulate innovation in the organisation and between the project partners. In this output therefore we will create a framework to create an innovation culture and the exchange of best innovative practices. The 360 analysis of teacher/trainer staff will be needed to develop this output. In this way, we have a better view on the strengths of the teacher staff, how they want to learn new skills and collaborate.Partner organisations will involve key decision makers from management, HR, teachers and coaches. All partner organizations are in a different stage of digital development, and this is why transnational networking and collaboration will be an interesting development opportunity. Every organisation has a possibility to reflect, compare their stage and status related to the digital transition of their organisation and make the educational organisation ahead of the curve.

SEntrA project aims to promote social entrepreneurship among young people by offering a set of non-formal learning tools supporting youth workers and organizations to actively enhance youth social entrepreneurship. Specific objectives:• Develop research-based knowledge on the social entrepreneurship landscape mainly but not exclusively in the five European countries involved (CY, GR, RO, NO, IE), with a particular focus on youth entrepreneurship and with regard to current policies,key trends,legislation & development issues (based upon the UN Sustainable Development Goals).• Develop a manual in alignment with the EntrComp Framework of the EC that will describe the framework of the relevant skills & competencies, as well as the methodologies,way of thinking and environment required to support youth acceleration in social entrepreneurship• Design a training toolkit as an educational tool that can be used by youth workers & youth organizations to prepare young people to develop social enterprises (aiming at reaching concrete Sustainable Development Goals)• Develop an online learning platform providing free access to young people, youth workers/organizations and decision-makers/stakeholders to learning resources & project outputs • Offer valuable transnational training to youth workers in an existing accelerator that may be transferred in other EU countries.• Create a dedicated Vlog that will feature video stories and will promote success stories from the participating countries about social economy, social entrepreneurship and social enterprises to inspire the target audience• Propose valuable public policy for boosting social entrepreneurship among young people. The specific policy brief will be disseminated and promoted among decision-makers The project will increase awareness among young people, youth workers and youth organisations on the potential of social entrepreneurship, and will cultivate and nurture the social entrepreneurship concept among all target groups.The participants that will be directly involved in the project are 145 Youth workers, 100 young people from partner countries and 100 relevant stakeholders such as youth organizations, social entrepreneurship promoters, NGOs, public authorities,social enterprise incubators, universities etc.The project that lasts 2 years (24 months) involves the following partners from five different European countries:P1. ARIS – A Really Inspiring Space-CYP2.Fundatia Danis-ROP3.Norsensus Media Forum-NOP4.Asset Technology-GRP5. Letterkenny Institute of TechnologyOutputsIO1-Researching the landscape on youth social entrepreneurshipIO2-Framework for youth acceleration in social entrepreneurshipIO3-Training Toolkit to support young people to design social enterprisesIO4-Vlog/Social collaborative and learning platformIO5-Policy Brief/Youth Accelerator GuideAll partners participate in every output.Multiplier eventsThe first round of events target youth organisations/youth workers/trainers and stakeholders involved in social economy acceleration (enterprise incubators etc.). They will be organised within the first six months of the project in order to engage in the concept,present theresearch results (I01),achieve their active involvement, and take decisions for the next steps of the project development.The second group of events will occur towards the end of the project to disseminate the outcomes and promote the results at national level. The events target youth organisations and youth workers/trainers and stakeholders, will act as multipliers and achieve the wide use of the project outputs and results.Transnational trainingThe project includes one training activity, which will take place at the established Accelerator ARIS in Cyprus in (month 19) and will involve 25 youth workers from all five countries. The activity aims to educate and train youth workers/organisations in regards to establishing and running a youth social entrepreneurship accelerator programme. Training the youth workers is especially important, as they are the ones who will share their knowledge and expertise with young people and social enterprise stakeholders in their own country thus multiplying the impact of the project.The project is expected to have a significant and multi-faceted, positive influence on the partner organizations through the exchange of knowledge & experiences, the strengthening of their capacity and enhancement of their offering; on youth workers/organizations by improving their skills and competencies through non-formal learning; on young people & aspiring social entrepreneurs by offering a set of sustainable,useful tools and developing an enabling environment for the creation of new social enterprises; and finally social enterprise stakeholders by obtaining research-based knowledge on the social entrepreneurship landscape in Europe, providing a practical youth accelerator guide and a policy brief addressed to decision-makers.

As part of its ongoing commitment to the digitalization of the economy, the EU stated that “data-driven business models are the engine of Europe’s growth, industrial transformation and job creation”. The benefits are clear: existing and new businesses responding to smart data can improve products and services, thus generating economic growth while contributing to social progress. To address the issue of the digitalization of the economy, we brought to life the Generation Data project. The aim of the project was to improve the ability of HEI education providers to understand and teach smart data skills, thus providing Students, early stage entrepreneurs and businesses with more relevant, effective training. After the end of the project, we can say this objective was achieved. The project was actively performed by six partner institutions from five countries: •University Of Szczecin (Lead partner) - POLAND •European Universities Continuing Education Network - BELGIUM •European E-Learning Institute - DENMARK •Letterkenny Institute Of Technology - IRELAND •Feltech Software Innovations Ltd - IRELAND •Vilniaus Gedimino Technikos Universitetas - LITHUANIA University of Szczecin, Letterkenny Institute of Technology, Vilniaus Gedimino Technikos Universitetas provided academic knowledge and helped the partnership in reaching students and teachers (with help of EUCEN), while Feltech Software Innovations and European E-learning Instituted focused their efforts on entrepreneurs and business institutions. During the project realization we produced all main project outputs which are: - Generation Data toolkit (Intellectual Output no. 1) - a survey of current smart data skills in education (in Polish, English and Danish language) - Generation Data Course – Open Educational Resources (Intellectual Output no. 2) – smart data skills teaching model which contains six modules, notes, facilitators guide and glossary (in Polish, English, Danish and Lithuanian language) - Online Generation Data course (Intellectual Output no. 3) - to maximize access to the new training and reinforce classroom delivery (in Polish, English and Danish language) We assumed organization of training for the1st generation of teachers and lecturers during the international training week in Ireland, but COVID-19 outbreak forced us to change our plans. Instead of the traditional meeting, we invited teachers and lecturers to online training which turned out to be a big success (on-line LTT attracted over 40 participants).Due to pandemic restrictions we had to cancel most of the multiplier events and it was only a Lithuanian partner who had a chance to organize a successful event which brought together many interesting guests to Vilnius. Project partners are satisfied with not only the quality of project results, but also with the project impact. The toolkit was downloaded from the website more than 300 times, while the OER’s were downloaded more than 1200 times. We have reached nearly 100 000 visits on the project website, promoted the project through different medias (e-mails, newsletters, radio, journals, websites).

<< Background >>Kilometro Rosso Innovation District together with EOS, Mälardalen University, Letterkenny Institute of Technology, AITTP and ITS Aerospazio Puglia decided to apply for the project AM-TE@CH with the AIM TO PROVIDE AN EFFECTIVE TRAINING METHOD WHICH WILL ENABLE C-VET TRAINERS TO DEVELOP SPECIFIC COMPETENCES IN THE FIELD OF ADDITIVE MANUFACTURING FOR THE MANUFACTURING SECTOR.Additive Manufacturing (AM), the industrial production name for 3D printing, is a computer-controlled process that creates three-dimensional objects by depositing materials, usually in layers. 3D printing is well-known as it allows for rapid prototyping. AM is considered one of the keys enabling technologies for Industry 4.0. It facilitates agile production, and it is a promising solution for the increasing new trend of flexible manufacturing processes (for mass product customization). However, the industrial introduction of AM in SMEs is hampered by a profound skills mismatch, ranging from the selection of the right technology to the design needed for AM components, the selection of parts to be produced, and how to use AM tools. The skill mismatch is partly since the technology is constantly improving, especially in the field of additive processes and production. However, based on the experience of the consortium in the sector, while the educational offer is rapidly evolving in the higher education context, also related to research achievements, it is lagging in vocational training. In this context AM-TE@CH wants to address the following needs:•SMEs skills mismatch in the field of AM;•SMEs preparedness toward digital transformation;•manufacturing employee’s readiness to adopt new production techniques; •trainers’ competences development;•continuous vocational education and training offer in the field of AM.Specifically, the project targets C-VET trainers and the final beneficiaries of the learning experience, i.e. project managers, process engineers, designers, and buyers operating in the manufacturing sector. As it is conceived, AM-TE@CH wants to address their needs in:•Navigating the complex, multivariate landscape of AM equipment, materials, and applications;•Evaluating the business case for transitioning a product to be made using AM versus a conventional approach, either in part or in a whole;•Identifying how, when and where AM can create value across the entire product lifecycle; •Understanding the technical principles and workflows for AM of polymers, metals, and composites.AM TE@CH learning goals address the above-mentioned profiles since it brings knowledge on the AM innovative technology and on the related advantages in the product and processes.<< Objectives >>AM-TE@CH aims to provide trainers in Continuous Vocational Education (C-VET) with a training method and tools to BOOST COMPETENCES’ ATTAINMENT IN THE FIELD OF ADDITIVE MANUFACTURING (AM), not only for trainers but also for the final beneficiaries of the learning experience, i.e. managers, buyers, designer, process engineers operating in the manufacturing sector.In particular the project wants to: •Provide C-VET trainers with competence assessment to understand the learners’ level and then personalise the learning experience so to promote engagement, reflective practice, critical thinking, and skill acquisition;•Provide SMEs with the right tools for workers retention and skills attainment in cutting-edge technology, through the development of training contents which will be generated by the shared experience of leading european organisation operating with AM;•Give access to C-VET trainers to technical yet comprehensive open educational resources, based on a modular and user-friendly structure that can be adapted to different training practices and focused on AM for manufacturing sector. C- VET trainers are often regular employees with occupational responsibilities, as well as responsibilities to train and support learners during their learning experience. Consequently, AM-TE@CH is designed to support continuing professional development, with the objective to: • DELIVER HIGH-QUALITY TRAINING; • FOSTER TECHNICAL AND DIGITAL SKILLS;• WORK WITH DIGITAL LEARNING TOOLS IN DIVERSE AND MULTICULTURAL ENVIRONMENTS.To this end, the workers’ competence levels will be assessed before the learning experience so to personalise the training path. The training contents will be delivered in the form of webinars, learning pills and demonstration videos. A guide for trainers will be delivered on how to use the learning platform and organise the learning experience in a way that is flexible to the levels of the learners while addressing all the aspects related to the adoption of AM techniques. The project aims to achieve a stable transnational cooperation among the partners and their stakeholders’ network. The partners are representative of the knowledge triangle (University, Businesses, Vocational Organisation) with different area of contribution such as: 1Vocational Education and training institutions, for their expertise in recognising strengths and weaknesses of the trainers, and in the learning challenges trainers may face for the high-level skills development.2Companies’ clusters/representative, for their network of SMEs where to address awareness on the potential of AM and collect needs.3AM technology specialists, for their knowledge on this technology. In summary, the complementary skills is fundamental to deliver, in an effective way, high-quality content for a variety of training path as required in AM-TE@CH.<< Implementation >>AM-TE@CH will implement two different types of activities: 1Awareness-raising;2Results-oriented.The first is characterised by the constant effort of the partners to develop a culture of AM both for vocational education organisations and SMEs of the manufacturing sector. To implement this activity partners will:•establish a solid communication strategy not only through their own communication channels but also exploiting their networks;•bring the project message and the best practices collected during project implementation at local, national, and European level, also connecting with existing initiatives on AM;•communicate at large scale AM opportunities trying to bridge the gap between the technology and the final users.The second range of activities is designed to create an integrated training path that can best introduce additive manufacturing technologies in the manufacturing sector.The project’s framework stands on 3 Results that will be achieved following a progression of interconnected activities. 1)BUILD A COMMON UNDERSTANDING ON AM FOR TRAINERS AND SMEs OF THE MANUFACTURING SECTOR•Set up the tools to build a competences’ assessment methodology for trainers;•Involve trainers in the co-creation of the methodology listening to their needs and of their learners.2)DEVELOP HIGH-TECHNICAL TRAINING CONTENTS WITH A COMPREHENSIVE APPROACH•Partners will share their competences to develop a training programme for trainers;•Creation of open educational resources.3)VALIDATION OF TRAINING TOOLS•Trainers will be involved in a pilot test activity together with their learners so to validate training tools;•Partners will assess the results of the pilot.<< Results >>RESULT 1 COMPETENCES’ ASSESSMENT METHODOLOGYThe first result aims to draft a methodology that trainers can use to assess the workers' competences levels. Before the training starts, trainers will be provided with tools (interview/questionnaire templates) that can be used to understand the level of the learners. In this way, they will be able to tailor the training experience accordingly. The tools can eventually also be used for employee’s self-assessment to address the selection of the right training for the development of a certain skill and raise awareness on related opportunities.RESULT 2 TRAINING COURSE CONTENTS AND TOOLSThe set of tools for the learning path will be the following:•The training plan describing the learning outcomes divided in knowledge, skills and competences using ECVET standards;• The training programme divided in units of learning outcomes and described in details in the syllabus;•The learning objects such as modules, videos, webinars, contents presentation and project works.The learning path will be conceived with a modular approach addressing at least the following topics:1.Introduction to AM and its added value;2.Development and production with AM;3.Fundamental of the production process;4.Design for AM;5.Components selection;6.Data preparation;7.Job preparation;8.Operation of a 3D printing machine for Metal and for Polymers;9.Work safety.RESULT 3 “HOW TO” GUIDEThe last result is an “How to” guide addressing those trainers in charge of contents delivery with the aim to facilitate their organisation and the planning of the activities.OUTCOMES•Improve trainers’ digital competences;•Raise awareness on vocational training sector about Additive Manufacturing education and how can meet job market requirements;•Provide SMEs with the right competences for the implementation of an agile production strategy;•Improve VET educational offer;•Create a model of cooperation between Academia, SMEs, Businesses representative and VET.