The partners of the project European Management Consultant – Competency Development Program – have set themselves the goal: to improve the quality of management consultant’s education in Europe and to adjust consultant’s education to market needs through development, testing and implementation of management consultant education program.The core outcome of the project is 15 days school program designed for management consultants. The steps that led to achieve this main goal was a research on educational offer in selected EU countries and in the US, a survey about business expectations towards managements consultants, and the definition of the competence framework. Additionally, the partners developed the web platform, with a Learning Management System and created a valuable content that is available on the platform (i.e. articles, video interviews with business representatives, questionnaire to assess management consultants competencies). The partners tested the school program during the 10 days pilot course (2x5 days) and improved the program as a result of a feedback from participants. Finally, the partners designed and delivered the Train the Trainer where representatives of participating organizations were trained how to deliver the school program. The partners in the project were:MATRIK Management Consultants and Trainers Association – the project leader. MATRIK’s members are trainers and management consultants. It is operating since 1998. The organization’s mission is professional development of trainers and management consultants.CMC Denmark – a member of International Council of Management Consulting Institutes. It associates management consultants. The organisation cares for their professional development and certification.BAMCO – a member of International Council of Management Consulting Institutes. It associates management consultants. The organisation cares for their professional development and certification.InDialogue (till June 2017) – a company specialising in communicative and relational aspects of organisational and educational life.The project contributed to establishment (planned for 2018) of 3 European Management Consultants’ Schools – in Poland, Bulgaria and Denmark offering vocational education programme adapted to consultant’s competency standards.

<< Background >>„Plant illiteracy“ i.e. poor knowledge of plants (UNO, 2009) resulting from the phenomenon of „plant blindness“ (Wandersee & Schussler,1999), expressing human ignorance of plants, are significant problems in our society. Plant blindness is considered a „stumbling block“ to sustainable development (Amprazis & Papadopoulou, 2020). Harmful landscape management, owing to the low level of human knowledge of plants, leads to an increase in continental drought, increased global CO2 budget, soil erosion, increase in local temperatures, air and water pollution, and a shift towards an arid climate interrupted by torrential rains and climate extremes.Roots of plant blindness and illiteracy are initiated in school education. Plants are less attractive to the students than animals; learning botany is considered boring and difficult. Furthermore, several key topics like the role of transpiration in the air-conditioning function of vegetation, the role of vegetation in the water cycle in the landscape, or plant – atmosphere interactions are under-represented or omitted from science education. To ensure sustainable economy and environment for the future it is necessary to address plant blindness, to improve public plant literacy and to enhance the attractiveness of learning botany. For these reasons an innovation in botany education is necessary. This needs to start from the innovation of teachers’ training at universities. Such innovation must be based on implementation of new scientific findings of plants’ ecophysiological role by using innovative educational approaches.<< Objectives >>The overall goal of the project is to improve plant literacy of general public via a more efficient and attractive botany instruction at all school levels, which needs to be reached by educating the educators, i.e. innovative teachers‘ training. In the project EDUCATION FOR PLANT LITERACY teachers‘ educators, experts in the field of teaching methodology, and researchers in the field of plant ecophysiology from five European countries will join together and use their know–how to develop innovative pre/in-service teachers training activities focused on plants and the role of vegetation in landscape and regional climate. The target group of this project are pre- and in- service teachers of all school levels (primary as well as secondary school, natural science teachers at agrarian and environmental secondary schools and related fields, stakeholder in the field of education).The particular aim is to improve teachers’ Technological-Pedagogical-Content Knowledge on the role of plants in the landscape and the atmosphere. The project consortium aims to improve teachers “Content knowledge” via the implementation of new scientific findings on the role plants play in the landscape and the atmosphere into their education. Cutting edge scientific information will be incorporated using modern, student-centred approaches and teaching strategies to reach the pedagogical aspects of TPACK. Technological and especially digital skills of teachers will be improved via the use of modern and user-friendly digital measuring devices and work with digital data obtained. This way the project consortium aims to improve digital skills of project participants. The second important goal is to enhance teachers motivation for teaching the role plants play in our environment and encourage them to develop innovative practice of teaching botany in their schools.Further project goal is to develop teaching materials (a Handbook and set of teaching activities for different school levels) for teachers to use across Europe, and to help teachers cope with plant blindness and improve plant literacy in other European coutries. As the phenomenon of plant illiteracy is a global problem the project results are developed in English as we aim to spread the project results beyond Europe as well.<< Implementation >>Within the project, innovative teaching activities will be implemented into pre-service teachers training as well as into life-long courses for in-service teachers at participants’ universities. Modern student-centered approaches will be used to make teachers‘ education more attractive and to encourage innovative teaching of science. Special focus is paid to inquiry, project and garden-based education, to enhance attractiveness of learning botany and to improve students’ knowledge. These approaches will include hands-on students’ activities using modern measuring digital devices during field and laboratory practice, evaluation and interpretation of digital and remote sensing data. As digital-age teachers are supposed to be literate in online teaching, online activities are included as well. The quality of developed materials is ensured via piloting in practice, evaluating and redesigning. In the project frame 5 transnational project meetings and 4 international learning/teaching/training activities for staff training of participants institutions will be organized. Project activities lead to the development of four project results. In order to spread project results to broader audience 5 national multiplier events in partners’ countries and final international conference will be organized.<< Results >>In the frame of the project, four project results will be developed:1)Plant Literacy Teacher's Handbook (The handbook containing biological principles of the role plants play in our environment combined with modern teaching methodology to increase the attractiveness of learning botany and to improve students‘ achievement) 2)Developing Plant Literacy - Teaching activities for pre-service teachers' preparation(teaching material for practice teachers‘ training at higher education institutions) 3)Modern teaching on plants - Teaching activities for secondary school (teaching materials for teachers practice at lower and upper secondary schools) 4)Modern teaching on plants - Teaching activities for primary school (teaching material for teachers practice at primary schools) Developed teaching materials include videoshots documenting teaching activities. The project results are available online on project website as open source in five languages, EN, D, CZ, FI, NL, hence they can be used by general public.Other outcomes are:-Raised motivation of teachers in (at least) five European countries to innovate in teaching botany.-Increased self-confidence of pre/in-service teachers to use modern measuring devices in their teaching practice at schools-Improvement of digital skills for botany teaching-Improvement of online teaching skills-Improvement of plant literacy of general public in European countries via innovative botany education at schoolsImprovement of pre-service/in-service teachers self-confidence and self-efficacy when teaching about plants-

"<< Background >>Diversity Management (DM) was born in the USA in the 1960s, when the Civil Rights Movement bursts onto the social and political scene, raising the issue of diversity as a central issue in the American public debate. Only in the Nineties did the DM spread in a decisive way in Europe and from the effort of the European Union in 2004 the Diversity Charters were born and are currently signed in 26 countries. However, there is a substantial gap in the activation of diversity policies, especially with reference to the management of diversity within the internal organization of work, with patchy situations in Europe and above all with a lack of indicators at the level of real impact. The DM implies a strong commitment on the part of those who have roles of decision and management of organizational processes and is not a simple process free from resistance and missteps. The internal work environment, starting with the managers, must in fact have the necessary skills in listening, reading needs, communicating as well as managing and negotiating conflicts which, in the first phase of enhancing diversity, will tend to increase. In addition, the interventions must be placed within the specific organizational and territorial reality. To do this, very significant skills in reading organizational contexts and of a relational and communicative nature are required. As well as the ability to manage participatory and shared processes. This gap will be partly filled with InPluServ. The InPluSERV Project also stands in a perspective of complementarity with respect to a previous experience ""Others and me - The management of relationships in the workplace"" (2016-2019), a project that involved CGIL / INCA (promoter) and ANCI (partner / promoter) and intended for workers of the Italian Public Administration. ""Others and me"" highlighted the need for training on the transversal skills of managers and management bodies as a driving force to favor the management of diversity and mediation of conflicts and improve the quality of public service organisation and delivery. From this derives the need to strengthen the skills of PA managers as a priority and to offer a space for the exchange of good practices at European level suitable for guaranteeing the implementation of targeted and effective policies for the internal workforce and for the external context, both in terms of human resource management and talent attraction and above all, as the focus of this project, to ensure that public services, a privileged place for access to citizenship rights, are capable of deciphering and managing the complexity of their users. The project therefore also contributes to the VET priority to adapt to market expectations, understood in this case as the public of users of public services, through forms of work-based education and basic skills within public organizations. The transnational character will also make it possible to collect data and assessments capable of improving the harmonization at European level of the impact indicators of DM policies, in particular for public services, which often are not a priority in enhancing the DM.<< Objectives >>The provision of inclusive public services, capable of also adapting to the needs of vulnerable categories, is a fundamental need of today's global societies. It can be better achieved by equipping the top figures of public administrations (Managers) with the necessary skills in managing diversity and inclusive leadership. Currently, at the European level, there are great differences in the standards of professional training for civil servants and soft skills oriented to the management of diversity and conflict mediation are often overlooked.The project contributes primarily to innovation in the VET sector, through the development of a specific training offer in fully digital mode in the sector of professional training aimed at managers of Public Administrations focused on Diversity Management (DM).The specific objectives include the development of transversal skills in conflict management and mediation, through the development of approaches, methodologies and tools for professional training. In this sense, the Project uses digital technologies and innovative open educational practices. InPluSERV also aims to promote the creation of networks between public administrations and VET training providers, thus encouraging their ability to work transnationally, as well as to share ideas and methodologies. In this sense, the Project explicitly refers to the European system of recognition of vocational training (ECVET, EQF, EQAVET).InPluSERV brings together 8 partners, including the coordinator, from 6 European countries.The direct beneficiaries of the InPluSERV Project are first of all the 45 managers of the Public Administration who will participate in the training pilots in Italy, Portugal, Cyprus and The Netherlands. Additional managers will be contacted to provide feedback and evaluations. Furthermore, 10 non-managerial public employees and 10 representatives of public service users of different backgrounds for each Pilot country will be involved. They will be able to access the training resources produced and will participate with the managers in a design workshop, aimed at an initial diversity management strategy for the public services involved in the Pilots.Those who will benefit directly from the project activities also include the project partners who will participate in the training activity planned to become trainers themselves and who will enahnce their ability to work on DM and related skills at a European and trasnational level.The indirect beneficiaries of the Project include: disadvantaged categories (unemployed, migrants and asylum seekers, economic / social marginalization) consulted in the co-design phase as end users of public services; the employees of the PAs to which the managers directly involved in the project belong; the Employees of the PA reached through the dissemination of the project, public administrations and related associations; Training bodies in general and bodies responsible for indicating the training standards for the PA; Specialized think tanks; Trade associations, staff recruitment agencies.The main innovativeness of InPluSERV is therefore to create interventions / training courses that can usefully integrate the mainstream training of the managerial component of the PA, in order to manage diversity and mediate conflict, making public services more inclusive and the work environment of public organizations more efficient. The relevance of the partnership in terms of skills and experiences, the open access usability of the outputs, as well as the commitment of the partners to activate large networks of stakeholders, make - among other things - the sustainability of the project particularly solid even after the end of the European funding.<< Implementation >>The activities are structured through 4 Project Results. First of all, it starts with the development of the Curriculum for training in Diversity Management for Inclusive Public Services (PR1): through a co-planning action with relevant stakeholders and involving vulnerable social categories, the training package is created, translated into all project languages ​​and made available in open access. Particularly important is the test phase to which both the training curriculum and the E-learning platform are subjected in 4 participating countries: Italy, Portugal, the Netherlands and Cyprus, out of a total of 45 managers and which will allow to refine and perfect what realized from the previous phases of the project.PR2 provides for the creation of the Open Educational Resource and E-learning platform, the main training tool. The open educational resource will include a digital platform for e-learning, data collection and evaluation of methodologies and tools. The structure of the platform and the entire e-learning approach is designed to enhance interactivity for and between participants, which is necessary compared to more traditional methods to stimulate and encourage the learning of transversal and relational skills, which compared to acquisition of technical skills, require the use of various and integrated techniques and methodologies. Each module will consist of various preparatory steps and each training step by a content, written or visual, and subsequent open questions to stimulate the minds of users towards their own critical and personal thinking. The web platform will feature interactive content, thematic modules with video material, images, interactive boxes, to generate in-depth content processing.PR3 provides for the European validation of training, through the European system of recognition of vocational training (ECVET, EQF, EQAVET).With the PR4, with the implementation of the Report and Policy Guidance, tools are created to support a generalized use of the training resource for the management of diversity and the prevention of conflicts intended for managers of public administrations, in order to put stakeholders (local , national and European) in the conditions of effectively using the training package created by this project, but also of sensitizing policy levels to the new training needs for inclusive public services, in particular transversal skills for the management of diversity.In addition to the Project Reults the project plans 2 transnational project meetings in presence and 6 Multiplier Events, including an International final conference, as well as a Learning Activity aimed at training the trainers, internal to the participating organizations, who will use the resources developed and who will guide the 4 Pilots.<< Results >>The expected results concern:1. The development of a curriculum, starting from the previous experiences of the project partners, dedicated to the training of Public Administration (PA) Managers (executives of public services, human resources managers and other decision-making roles related to public services), as a condition basis for the creation of inclusive public services. The development of a training path able to combine the dual result of promoting the management of diversity and the mediation of conflicts in the provision of public services and within the workplace, where in general only the second area. Adequately training the top figures of the PA in terms of diversity management and conflict mediation produces, in cascade, a virtuous effect in the way in which the public organization is able to manage dialogue with end users. The InPluSERV project therefore contributes to remedy the lack of training options with the aim of promoting the diversity and inclusiveness of public services, thus promoting a strong impact in partner countries.2. The development of open educational resources (OER) for the effective training of managers of PA. The open educational resource will include a digital platform for e-learning, data collection and evaluation of methodologies and tools;3. The advancement of research on methodologies and tools, especially ""work based"", for effective training of PA managers and administrations as well as the development of impact indicators of DM strategies, in particular with a view to greater inclusiveness and proper diversity management to support active citizenship, as well as conflict and stress management skills and the creation of a healthy work environment.4. The improvement of the Soft Skills of PA Managers, especially linked to DM and promotion of their introduction in the mainstream training of top management figures in the PA. On the basis of the results previously achieved, in fact, specific training is considered essential for managers in the public sector, key figures able to act as multipliers within their work environment.5. The production of a ""Report and Policy Guidance"" (PR4) for the integration of professional training and awareness in the sectors of public administration and professional training on the importance of the curriculum for public services and public administration managers, aim to create inclusive public services, that is a package of tools useful for the substantial modification of the current and prevailing training standard for the Public Administration in the partner countries, which at the moment are most often lacking adequate training courses in terms of mediation of conflict, diversity management and promotion of inclusion. Or, where present, they take into consideration only the gender variable, which is one of the many (such as age, disability, nationality or even cognitive diversity), which need to be taken into consideration.6. The creation of a network of subjects interested in the integration of this type of training in the mainstream training of PA managers (referred to in point 4 above)."

"For Europe to attain the objectives regarding growth and jobs set by the Lisbon strategy, it is imperative that its young men and women are socially as well as professionally well integrated. The Europe 2020 strategy for smart, sustainable and inclusive growth acknowledges lifelong learning. The crisis has highlighted the major role which adult learning can play in achieving the Europe 2020 goals, by enabling adults to improve their ability to adapt to changes in the labour market and society. Virtual learning and virtual competency development paralell with the implementation of e-work provides a means of up-skilling for those affected by unemployment, restructuring and career transitions, as well as makes an important contribution to social inclusion, active citizenship and personal development.Nowadays business becomes global and competition worldwide is increasing among young adults. They have to compete not only for the better jobs, but for their employability. One of the possibilities to become more attractive for the employers is to start learning in a new way, become virtual learners, E-Workers and to become more flexible workforce. Preparing oneself for “virtual working environment” is not an easy task and can not be learned alone. Good training tools and professional e-tutors are required to assist the learing process. One must understand how to work and learn in a virtual environment, how to communicate, how to distribute tasks, how to work in virtual teams in order to succeed in an on-line environment, where usuall methods are not available. Though there may be no need for an homogeneous training system for adult educators, there is a need for a competence-building framework based on approaches to learning such as developing virtual tutoring, on-line collaboration, tutoring, e-learning, peer learning, e-assessment (1st Youth Work Convention). There are tools already developed, it is time to transfer them to young adult learners, to improve them where needed, to disseminate them and to identify needs for further instruments(Youth Pathways 2.0 ). Existing gaps: (a)lack of development tool kits for young adults, future e-employees to measure skills and build development plan in order to meet the requirments sufficient e- jobs(a)lack of access for young adult learners to virtual competency development training in order to up-skills(c) lack of training material and access to training for educators,potential e-tutors to prepare new way of teaching(virtual class)(d)SMEs lack prepared indoor e-tutors to support changes and implement virtual leanring and eworkBased on existing e-work related tool-kits developed by prior LLL project(that became ""best practices"" of the program), this project builds on these results and adds innovation by adopting, transferring knowledge and developing further innovative outputs to fill the gap. Tailoring them to the need of new target groups, adds value by creating additional content to fit perfectly in the development workpaths. The EU Partners (HU-RO-ENG-NTH_PT-CRO) – all involved in adult education and e-work promotion have formed a European partnership by grouping different European sectoral organizations from different regions of Europe which are united under a common interest over the subject of promoting virtual learning and e-work for young adults in order to support their future employability.Goals:(a)Provide access to Tool-Kit for self assasment and carreer development planning(b)Develop, test, adapt innovative training for young adult learners to upgrade their skills(c)Develop tools and methods for professional development of adult educators(d)Connect different sectors, build a bridge,exchange good practicesTarget groups are: (a) adult educators, youth workers, e-trainers, facilitators (b)young adults(18-29 age)coming from disadvantaged background(low skilled )NEETs, who need upskilling.Result for the target group:-1 SSR report (employers 400 survey results)to identify new skills for young adults required by e-work employers- E-competency tool-kit (with 8 new competency profiles for new skills)-all languages-1 E-tutor e-learning course developed+20 E-tutors (multiplicators) trained from partner countries -12 e-learning modules especially designed for virtual competency development will be adopted and transfered to low-skilled young adult leaners (20 trained), in partner languages-2 short learning events and 1 Blended Mobility to test outputs(60 Europasses passes out) -7 Multiplyer events organized with 175 participants-1 IPRBox for educatorsThe project and the results will be spread in several sectors, informing over 10 000 target group members.Project meetings, multiplier events , newsletter, webinars, flyers, video e-mails, social sites, collaboration space will be used to spread the word about the projects. Educational platform will provide wide access for all developed outputs during and after the project."

Entrepreneurship is regarded as a powerful driver of economic growth and job creation and a basis for knowledge-based society and economy - a core priority in Europe 2020 strategy. So far all efforts have been focused on providing knowledge and skills in young and new entrepreneurs. However statistics prove that 30% of new businesses may not survive past the first 24 months and 50% of those may not make it past five years. Every year in the EU 200 000 firms go bankrupt, resulting in over 1.7 million people losing their jobs. Thus encouragement of continuing entrepreneurship, even after failure which is not due to dishonesty, is seen as essential to the health of Members States’ economies and the efficient functioning of the internal market. It is proved that failed entrepreneurs learn from their mistakes and are generally more successful the second time around, their next businesses are more viable and promote faster growth. Though there is a widespread perception about the stigma of failure and the fear of punitive sanctions as well as practical difficulties faced by formerly bankrupt entrepreneurs that hinder them from retry. In this regard the consortium members are committed to provide a positive, friendly and incentive environment for second-chance entrepreneurial activity. The main aim of the project is to support the development of second-chance entrepreneurship attitude and self-confidence, -awareness and -efficacy in second-time entrepreneurs with guiding and mentoring relationships and thus restart their business successfully. Specific objectives of the project are: - to encourage individuals to learn from their past experience by providing them with the right tools for understanding reasons behind their failure, their entrepreneurial potential and attitude; - to support ex-entrepreneurs in developing their skills and motivation for entrepreneurial activity. - to provide successful entrepreneurs, owners of SMEs, VET teachers, trainers and mentors with a step by step mentoring plan and guidelines on how to effectively pass their knowledge to their mentees; - to enhance the cooperation and networking of entrepreneurs, enterprises, vocational and education institutions. The project is aimed at the following target groups: 1) Second-time entrepreneurs 2) Successful entrepreneurs and owners of SMEs 3) Continuing VET providers including C-VET trainers, teachers and mentors, centres, independent individuals offering VET services Minimum 574 participants were involved in 2REVIVE project activities by the end of the project. The 2REVIVE partnership applied the life-cycle methodology for management and implementation of the project. This methodology is comprised of four general stages: 1. Initiation, planning and preparation; 2. Execution; 3.Testing and 4.Closure. The products developed within the project lifetime are as follows: - Research on behavioural attitudes towards second-chance entrepreneurship aimed to define both personal and societal attitude in partners’ countries towards second-chance entrepreneurship and how these attitudes influence individuals’ behaviour in regards of starting a business venture after first-time failure. It provided specific information on recent policy initiatives undertaken in each partner country and on EU level and their outcomes towards entrepreneurs’ activity and compared the success of the different approaches. - Online self-assessment tool. The immediate tasks of the self-assessment tool is to enable failed entrepreneurs reflect on reasons behind their failure and educate them regarding the competencies and conditions required for their success. It allowed to rate themselves and their ideas against the environment in which were performed entrepreneurial activity and define the key knowledge, skills and abilities (competencies) needed to be successful in future. - Guide4Mentors. It is a comprehensive tool targeted at business professionals and experienced entrepreneurs willing to become mentors, C-VET centers dealing with coaching and training of businessmen, owners of SMEs. Its aim is to provide the necessary knowledge and skills for possible mentors to transfer effectively their knowledge to their mentees. - Guide to second-chance entrepreneurs’ success aimed to provide detailed information, instructions and checklists for entrepreneurs to help re-build a successful business. It is targeted especially to unsuccessful entrepreneurs that have to deal with the stigma of failure and have the purpose to support gaining self-confidence,-awareness,-efficacy, motivation and perseverance as well as coping with uncertainty, ambiguity and risk. By achieving its objectives, 2REVIVE is contributing to creation of more supportive environment and the successful and knowledge-based entrepreneurial activity and thus creating job growths and economy development.