<< Objectives >>-Equip VET providers/trainers with a training program in line with the rural retail workforce needs-Prepare & aware Chambers/Associations staff in order to adjust policies and approaches aiming to improve competitiveness and employment at a local and regional level-Link the rural labor market demands with the VET sector through transnational synergies and cooperation-Increase partners’ knowledge capacity-Disseminate the project results and activities at a local/regional, national & EU level<< Implementation >>Under the e-SELLER project, the partners will implement:-project management activities: administrative tasks, virtual meetings, preparation of communication materials, preparation of participants taking part-implementation activities: networking events, working sessions for results development, training of the staff members event, piloting with the TGs, evaluation activities-sharing & promotion activities: social media, website, national sharing & promotion events<< Results >>The following will be the results of the e-SELLER project: -a digital report containing information about digital skills, needs, and challenges of the retail workforce located in the EU’s rural areas-a training program containing e-retail technologies, soft skills, rotating e-cards scenarios, and video tutorials of the use of these technologies -an e-platform containing the training program (modules, rotating e-cards, video tutorials) and videos that address e-retail challenges.

"In 2015, more than 17 million young people in the EU were without a vocational qualification, unemployed or not in education or training. In 2018, 16.5% of young people in Europe were seeking socio-professional integration, compared to 14.2% in 2016 (OECD). The problem of inactive young people is a permanent challenge for Europe.Despite a high rate of inactive young people, some professional sectors are struggling to recruit (80% in some sectors), including in attractive professions such as those in the digital sector. Everywhere, the digital revolution is underway. In each territory, the establishment of the digital sector is encouraged. However, the training offer exists. It is even plentiful. But employers are not only looking for technical skills and recruitment is held back by a lack of professionalism.The talents sought today correspond to the following profile:O A base of ""business skills"" that underpins technical expertise O Cross-cutting skills, particularly in terms of interpersonal skills O A set of professional qualities that determine the ability to demonstrate autonomy, initiative and responsibility in the conduct of activities and the management of interfaces. These cross-cutting skills and professional qualities are all the more important as companies are engaged in almost permanent processes of change. The ability to adapt, learn and evolve is therefore essential in the search for new talent.With this in mind, six organisations from five different countries, two territorial training organisations, IFAPME (Liège, Belgium) and Formation et Métier (Marseille, France), a regional association for sustainable employment (Lisbon, Portugal), the WHKT Regional Chamber of Crafts and Trades (Dusseldörf, Germany), the University of Galati, UGAL, Department of Computer Science (Galati, Romania), and the World Committee for Lifelong Learning (Paris, France), all working in the same field, that of socio-professional integration, have chosen to combine their expertise and pool their skills to serve young people aged 16 to 29, who are not in school, are not qualified and are not in employment, to enable them to gain access to these key skills, which are transversal and personal skills, to facilitate their access to employment in the digital professions and thus contribute to their social and professional inclusionThe DIGITER project is divided into 4 phases from September 2017 to December 2020. SKILLS MAPPING (O1) - Project leader: WHKT (Germany) - Sept 2017 to Apr 2018 Identification of the territorial partners to be mobilised and conduct of a survey to better define the cross-disciplinary skills expected by digital employers, on profiles at the sub-baccalaureate level. REFERENTIAL OF TRANSVERSAL SKILLS (O2) - Sponsor: Formation et Métier (France) - May 2018 to Sept 202015 skills divided into 3 categories (digital, entrepreneurial, generic) with 4 acquisition levels covering all the needs of companies. Reference system tested twice, impacting 362 people, including 230 NEETs. EVALUATION AND MODELING DEVICE FOR ACCOMPANYING AND TRAINING NEET YOUNG PEOPLE ON THE ACQUISITION OF THESE TRANSVERSE SKILLS (O3) - Lead partner: UGAL (Romania) - Sept 2018 to Oct 2020 ELABORATION OF A TRANSNATIONAL REFERENTIAL FOR A TERRITORY LABELLED AS A LEARNING TERRITORY (O4) - Lead partner: CMA (Paris) - June 2020 to Dec 2020There is a before and after to Digiter. Regardless of the organisation and format of the experiment, the training modules proposed have had a positive effect on the development of learners' cross-disciplinary skills.Impacts observed on : O ORGANISATIONS: consolidation and diversification of their partnership relations. Today, identified as a resource centre by other training organisations, they are regularly called upon for their expertise on this subject.The LEARNERS: better understanding of their needs, awareness of the absolute necessity to work on cross-cutting skills at the same time as technical skills, since this dual acquisition will determine their eventual recruitment.TRAINERS: better understanding of the expectations of the business world, development of their own transversal skills (creativity, adaptability, etc.) and their own networks and, finally, reflection on the plurality of their function (facilitator, coordinator, coach, trainer, etc.)The TERRITORY: reinforcement of the relevance of the training offer with regard to the expectations of local companies and, in fact, reinforcement of the professionalism of young people who learn and are assessed in real work situations, on concrete cases and no longer in an ""ideal"" examination situation."

"INITIAL SITUATIONSelecting the wrong field of study, too much pressure to perform, financial problems or poor grades are frequently reasons for early termination of studies. Young adults who terminated their studies before getting graduated face the challenge what to do without qualification. Very often such dropouts are taking odd jobs or positions for unskilled workers in order to survive and in worse case are relying on state assistance.At the same time dropouts have substantial, formally acquired professional skills and knowledge which differentiate them from the successfully graduated students only by not having a formal document, diploma or certificate, which confirms a completed formal education. PROJECT IMPLEMENTATIONAgainst this background the West German Chambers of Crafts and Skilled Trades´ Council (WHKT) has completed between 2013 and 2015 in North Rhine-Westphalia a pilot project “from dropout to a master student”. The goal was to identify new career opportunities in the craft sector (www.studienaussteiger-nrw.de).The ERASMUS+ project ""alternative career opportunities for dropouts – termination means restart"" takes this successful approach in order to bring the developed products in the above-described project, ideas and insights into a European and cross-sectoral information exchange.OBJECTIVES/RESULTSFor this purpose the consortium in the project has set and aimed the following objectives:A) Transfer of methods for counselling dropoutsB) Build up a network for counselling dropouts via social mediaC) Transfer of an information-brochure for companies (and regional adaptation)D) Transfer of an information-brochure, how academic achievements can be acknowledged for a professional activity (and regional adaptation)E) Transfer of best-practice examples in the project countries (dropouts)F) Transfer of a sponsorship model: build up a pool to support dropoutsTARGETGROUPSA) primary target group are dropouts in the project partner countries (AT, BG, DE, HU, GR, TR)B) secondary target group are consultants, coaches and stakeholder in the project partner regions (of dropouts)TRANSNATIONAL COVERAGE In all partner countries there is a great need for action to support dropouts (betw. 15% and 30% of all first-year students break off their study and have great difficulties in the future and limited career choices).For this reason, the project partners have agreed to combine their expertise, exchange knowledge/information and transnationally develop and disseminate together a model ""alternative career opportunities for dropouts"". Different project teams (composed of min. 2 partner countries) work on implementing the respective objectives.IMPACT AND BENEFITSAll project partners expect:A) to consult dropouts better and efficient with the new developed tools B) to be able to incorporate dropouts in the labour market easier and more efficient.In parallel to this, potential employers (companies and institutions) will benefit from hiring good educated dropouts as employees and make use of the currently available studies at the universities."

"The strategic partnership titled ""NeoCraft Transfer - New approaches to regional apprenticing companies"" (2016-1-LI01-KA204-000072) has focused over the 2 years of project duration on transferring a proven concept in Germany to the project partner countries. A concept (from the precursor project NeoCraft) that has used the power of modern computer- and internet-based technologies to bring together, maintain and share knowledge of old traditional crafts which have a long tradition and are often threatened with extinction. This transfer was carried out in this project and extended/adapted, above all, to regional apprenticing companies (including further education and career opportunities); A consulting concept (especially the use of geocaching as an informal learning medium) in adult education was transferred to the other project partnersThe focus of this partnership is on:1. educationally disadvantaged adults (older workers, job seekers, migrants, adult NEETs) as the primary target group and2. consultants/coaches of the primary target groupto inform them in a non-formal way on one hand about existing educational and career opportunities: target group-oriented and cross-border-appropriate. On the other hand, the partnership contributes to enhancing the digital skills of the target groups by learning to use digital media and tools (such as geocaching) in an innovative and playful way.A partnership with 6 organizations has been formed and the choice of the partners has been done taking into consideration several aspects, aiming for an optimal mix of new partners and partners with experience in the field:1. Experienced partnersThe participation of experienced partners ensures the transfer of the results (best-practice) obtained in the precursor project NeoCraft.- WHKT (P2) - responsible for the transfer of the best-practice within the NeoCraft Transfer following the successful implementation of NeoCraft and its know-how in the field.- Cnet (P4) - responsible for programming the project website and the guide's design based on its experience in consulting through geocaching.2. The new partnersThe other partners were mainly selected according to their relation to the project`s theme and subject. Experience with other EU projects was not a requirement for selection, but it was assumed that the partners would be willing to deal with the objectives of Erasmus+- Prospero (P1) - responsible for overall coordination (including budget controlling, reporting) as applicant organization.- CLLL (P3) - responsible for internal communication as well as evaluation based on its core competencies.- Dixtior (P5) - responsible for the content of the travel guide as compendium as well as for the project documentation (protocols etc.) based on its core competencies.- Datca MEM (P6) - responsible for creating the dissemination materials and building the Facebook group due to its good national and international networking.Results achieved:A) Geocache Catalogue for regional apprenticing companies (including coordinates, links to the respective geocache) in all project languages: It is available online at www.neocraft.info and on the geocaching platforms (www.geocaching.com and www.opencaching.de).B) Travel Guide as compendium: Includes 180 (30 per partner country) geocaches, with information about, e.g.: contents of the respective geocache to the corresponding professions, geocache coordinates, etc.; In addition you will find here a training compass or information about training opportunities for each profession.C) NeoCraft Transfer Facebook group: For interested parties and stakeholders of the project partners; The main focus is to sensitize the mentioned target group for ""Learning through geocaching at 21st century"".D) www.neocraft.info for mapping project-relevant information such as project description, partners, project results, dissemination activities etc.E) 2 newsletters in all partner languages and ENG give an overview of the project progress and the developed products.F) Flyers and posters have been developed to provide information at the regional level (in the respective national languages).Main activities performed:- Transfer and adaptation of a best-practice model from Germany- 6 partner meetings- Organization/visit of geocaching and career events- Building a social-media and expert networks- Development of the project website- Project management, implementation, evaluation and disseminationNeoCraft Transfer enables educationally disadvantaged adults, through innovative approaches and products, to gain better access to regional apprenticing companies in the partner regions through a non-formal approach. All developed products resp. project knowledge and project results are made available free of charge for a national and international transfer."

"""THE EXCHANGE OF INTERCULTURAL SKILLS FOR SOCIAL INCLUSION"" A) CONTEXT / BACKGROUND OF THE PROJECT The integration of socially disadvantaged target groups is a process of the society as a whole, which aims at the peaceful coexistence of the different population groups. Important prerequisites for achieving this goal are the mutual understanding and openness between the native and the immigrant population. Social integration means that fringe groups living in Europe are participating in public life. B) PROJECT OBJECTIVES The project partners have set themselves the goal 1. to exchange three well-tested ""good practice"" models to improve intercultural competence for social inclusion 2. to test these ""goodpractise-models"" regionally and 3. to translate and adapt if necessary. C) TARGET GROUP The project partners have agreed on two target groups: 1. people who are for economic or social reasons excluded from the whole process of society (eg migrants, refugees, beggars) and 2. Social workers, teachers and coaches who work with people who do not participate in the process of social inclusion. D) DESCRIPTION OF THE ACTIVITIES The following activities are planned in the course of this Erasmus + project: 1. Five project management meetings 2. a webinar 3. a short-term employee training 4. a project website 5. two project newsletters E) BRIEF DESCRIPTION OF THE 3 ""good practice models"" being transferred: 1. DinnerClub: a weekly charity event for socially excluded people, where they cook together and additionally Cultural program is offered 2. Diversonopoly: an intercultural board game about customs, habits, information about traditions and daily life in the host country and the mutual understanding of people with a migrant background and the To encourage locals of the ""host country"". 3. NewStart: Teaching materials that convey European values such as freedom, equality, tolerance and citizenship (Contribution to mutual understanding) F) IMPACT 1. Transfer of 3 good practice models to ""Improve intercultural competence for social inclusion"" in 7 European project countries (project partners and stakeholders) 2. Establishment of a cross-border network of experts (social worker, caregivers) which has the following competences through the Strengthen participation in this project: - pedagogical competences (new tools) - intercultural competences (understanding of other cultures from other countries) - language skills (EN, DE) E) BRIEF DESCRIPTION OF THE 3 ""good practice models"" being transferred: 1. DinnerClub: a weekly charity event for socially excluded people, where they cook together and additionally Cultural program is offered 2. Diversonopoly: an intercultural board game about customs, habits, information about traditions and daily life in the host country and the mutual understanding of people with a migrant background and the To encourage locals of the ""host country"". 3. NewStart: Teaching materials that convey European values such as freedom, equality, tolerance and citizenship (Contribution to mutual understanding) G) PROJECT MANAGEMENT ACTIVITIES The project partners have agreed on the following distribution of tasks: P1 (WHKT): Applicant Organization, Project Management, Host Project Website P2 (VondiConsulting): Transfer of a good-practice model (cooperation with P6) + moderation P3 (Datca MEM): - Coordination of dissemination; Translation work in TK and ARAB P4 (CGL): Transfer of a good-practice model, coordination evaluation P5 (Caritas Coimbra) host of the C2: SP-ADULT-SHORT, creation of 2 newsletters P6 (AC Amics de Biblioteca de la Fonteta): Conception / Layout Website; Transfer of a good-practice model P7 (CIAPE): Transfer of a ""Good Practice Model"" H) OTHER PROJECT TASKS: - Host of a project management meeting: P1, P2, P3, P6, P7 - Participants in 5 project management meetings - Participation in the webinar (C1) - Participation in Short-Term-Staff-Training (C2) - Contribution to dissemination (coordination P3) - Contribution to evaluation (coordination P4) - Contribution to the project website (host: P1, concept and layout: P6)"