"<< Objectives >>In our daily work with VET trainers, we regularly get the feedback that “interdisciplinary skills”, also called ""future skills"", are extremely important for their apprentices, as they build the basis for the everyday work. The condition of good work will be continuous learning and improvement; therefore, the teaching process must adapt to these changed requirements. Therefore, VET trainers and teachers play a key role for teaching soft skills and benefit from FST VET.<< Implementation >>#ACTIVITY 1: PROJECTMANAGEMENT (ibis acam)#ACTIVITY 2: Creation of a Future Skills Training curriculum relevant to the target group and the labor market (ibis acam, CDETB)#ACTIVITY 3: Creation of a trainer guide for the sustainable work with our products and the target group (ibis acam) #ACTIVITY 4: Creation of a digital Train the Trainer offer (ibis acam, CDETB)#ACTIVITY 5: Quality Management (CDETB)#ACTIVITY 6: Dissemination (ibis acam)<< Results >>FST curriculum: pedagogical approach, theoretical outlines and competence oriented goals FST guide: to specify the work with the specific target group of apprentices and and provide the trainers working in this field with pedagogical methods and toolsFST online tool: 15 Microlearnings + didactic approach for apprentice trainers (3) + Theoretical outline and transfer of the 10 most important future skills (10) + LifeDesign method box for teaching future skills in apprenticeship (2)"

<< Objectives >>DIVE investigates the status quo of digital inclusiveness in continuing vocational education and training (C-VET) regarding persons with sensory impairments. Backed by this information and data gathered, the project's main objective is to develop a pilot training for the regarded audience that not only addresses technical issues, but also the often neglected pedagogical and participative aspects of inclusive learning and to provide an open access booklet with guidelines and best practices.<< Implementation >>The project follows a plan of investigation of the status quo through an online survey for VET providers, the creation of a booklet with guidelines and best practices for accessible online trainings for people with sensory impairment and a pilot training of the proposed methodologies and practices. Finally, the project aims to create a community that will discuss, exchange and promote the project results, raising awareness of relevant stakeholders and the general public.<< Results >>After the implementation of the project and the end of the funding period the partnership expects following results: (a) a report of the status quo concerning the accessibility of VET digital training offerings.(b) an online open access booklet with guidelines and best practices for the creation of digital trainings for people with sensory impairment.(c) an informed and engaged community ready to further implement and disseminate based on the project results.

"<< Background >>Rapidly advancing digitization and globalization as well as the disruptive change in values in Europe and around the world are changing the way we look at work and the skills required for it, skills which will be needed in the future for a wide variety of jobs and work settings. The OECD Skills Outlook 2021 (https://www.oecd-ilibrary.org/sites/0ae365b4-en/index.html?itemId=%2Fcontent%2Fpublication%2F0ae365b4-en) shows the growing importance of transversal competences in comparance to professional competences for future success on the labour market. It highlights especially communication, teamwork and organisational skills, analysing and solving problems, digital, leadership and presentation skills. One key recommandation is: “Skills for a lifetime: Lifelong learning rests on strong foundation skills, the willingness to learn and a habit of learning, all of which are vital if individuals are to acquire the skills and knowledge to navigate changing labour-market needs and life circumstances. Policies should harness the power of technology, but doing so considering the effects technology can have on existing skills inequalities and the creation of new ones.” Therefore, a new ""mindset"" is needed and thus skilled employees who can couple their professional knowledge with a high level of social, personal and methodological competencies in order to make the best use of the newly created work structures, methods and processes. Based on this fact, the European Skills Agenda (https://ec.europa.eu/social/main.jsp?catId=1223) includes the goal of +32% participation of adults in learning until 2025. This source highlights the significance of New Skills for workers’ change of industry sectors and for the entry of young people to the labour market. With reference to these sources, we and our project partners would therefore like to develop an online tool that helps young professionals throughout Europe to acquire important and promising skills for an optimal positioning in the constantly evolving world of work and, at the same time, to reduce the discrepancy between acquired and demanded qualifications on the European labor market.<< Objectives >>The development and implementation of the Future Skills Cockpit (FSC) tool on a European level aims to create a target group-oriented instrument that is tailored to the future labor market and offers European career starters the opportunity to reflect on their own competencies and to find out which interdisciplinary skills they still need for their future career. This enables them to design their personal learning journey and to visualize and implement it with the help of the tool. The tool thus offers an innovative form of orientation and further training, and subsequently increases the employability of the users. In addition, the use of the tool increases both the digital competence and the ability of self-determined learning. The development of the tool together with the target group and the trainers allows a target group-oriented access. For this purpose, recurring feedback and test loops are included in the development phase. On the project level, the objectives were developed and agreed upon together in the project consortium and adapted for each project partner, according to its focus and adapted to national circumstances. On impact / overall objective level, FSC primarily pursues the adaptation of vocational education and training to the needs of the labor market. Thus, the project contributes to innovation in vocational education and training and makes the possibilities in vocational education and training planning more flexible. With our project we want to achieve the following overarching effects: + The improvement of the professional qualification of young professionals and thereby promoting their professional and career opportunities in the modern European labor market through an innovative, modern and dynamic approach. + Longer-term effects will be achieved by:+ Using participative approaches and digital methods + Adapting to the holistic skills profile of the modern labor market + Being open to the use of synergies with organizations working in different fields or in other socio-economic sectors. This is done by developing a tool for career orientation, which promotes the ability of career starters to create their personal Learn Journey by examining their own competencies in a targeted manner. The Learn Journey forms the basis for orientation, security, motivation and a self-directed approach in connection with personal professional training and further education. In this way, FSC increases competitiveness, creates a ""bridge to working life"" for our users and thus contributes to the European Skills Agenda.<< Implementation >>On the activity level, we have designed the following concrete actions to achieve the outputs and outcomes and ultimately the impact: +STARTPHASE: Project management and implementation by PL and the PP, set-up of project structure, project internal accounting and digital project control; Transnational project meeting: Project meeting kick-off in Austria with all PP, implementation of the results of the kick-off by PL. +Project phase 1: Organization and implementation of a transnational workshop for the creation of a future skills portfolio as a basis for the definition of the future skills in the tool by PL (Austria), PP1 (Hungary) and PP3 (Lithuania), development of a target group-specific requirements profile for the basic concept of the product by all PP. +Project phase 2: Tool design and planning: creation of the basic concept for the tool, pedagogical rough design, scripts etc., creation of the database for the tool, finalize content prototypes by PL and 1st interim report for the Value Strategy concept (PP1), rough draft competence grid. +Project phase 3: All PP agree on a content prototype, content design and programming of the tool by PL, translation of the tool into the project languages (DE, EN, LIT, IT and HUN) by all PP, test of the tool prototype by all PP: evaluation and revision loop, start policy paper, define requirements for the application guide. +Project phase 4: Create application guide (tool du train the trainer), organize and conduct train the trainer workshop incl. tool test, evaluation and improvement draft. +Project phase 5:Organization and implementation of the prototype test in the target group in all partner countries by all PP, evaluation, improvement draft and revision loop. +Project phase 6: Revision of the tool, final acceptance, final Value report, finalization of competence grid, guidelines and policy paper +Project phase 7: Roll-out and multiplier events +Project phase 8: Project completion and writing of the final report<< Results >>Our project outputs are focused on the direct benefits for European vocational and further education and the added value for the target group. The following tools are envisaged as Intellectual Outputs within this project: + FSC as a target group oriented tool (online tool) - AUSTRIA: the definition of the Future Skills and the active use and dissemination of the Future Skills Tool by the project partners. The tool will be developed together with the actual target group from all partner countries. It will be available as free online source, embeddable in different technical systems and LMS. + FSC Trainer the Trainer guide incl. competence grid: - ITALY: for the implementation and use of the tool by European trainers. European trainers are instructed online in the use of the tool and further trained on the topic of Future Skills. +FSC EU Framework Competence Grid and Value Strategy- Hungary: development of Future Skills Tool Competence Grid and elaboration of Quality Management and Improvement Strategy. +FSC Policy Paper - Lithuania Dissemination Strategy for the FSC Tool and key learnings from testphase regarding target groups’ users preferences."

"“Illiteracy, defined as the total inability to read and write, has now been almost completely eradicated in EU, the phenomenon of functional illiteracy is becoming Increasingly serious.” EU Parliament’s report on illiteracy & social exclusion-2002. Functional illiteracy is reading, writing and calculation skills that are inadequate ""to manage daily living and employment tasks that require reading skills beyond a basic level”. Functional illiteracy is contrasted with illiteracy in the strict sense, meaning the inability to read or write simple sentences in any language. According to a recent study from OECD, it is concerning about 80 Mio people from 15 to 65 in EU. Amongst the measures recommended to reduce functional illiteracy, the implementation of innovative trainings remains one of the best options. ICT based trainings are a suitable solution and also will participate to reduce the digital gap. The MIMR project has developed a distance learning training in order to improve basic and transversal skills for functional illiterate persons. The main objectives were:- Developing basic & transversal skills - Promoting innovative practices in education using distance learning toolsThis training includes 5 modules: Reading and writing, Mathematics, Digital skills, Entrepreneurship, English languageOur special project focus was on the music thematic for the following reasons:- Most of the functional illiterate persons have experienced academic failure. This project has created a different learning environment from what they have experienced before in order to motivate them. - Developing the same thematic during the whole training allowed to create a link among all the modules.- Finally, the music thematic has allowed to enable the trainers’ creativity and gave them the opportunity to create funnier pedagogical materials.The project partners are 4 training companies from France, Austria, Hungary and Slovakia with long working experiences with different target groups like unemployed persons. In our work, we are facing more and more functional illiteracy. This project has enabled us to develop and integrate innovative training materials will help our students to improve their basic skills and to get access to vocational training and/or employment. The project activities and methodology has been divided in 4 steps: 1 Preparation- Creation of the detailed training program including pedagogical objectives and sub-modules and evaluation process.- Selection and adaptation of the appropriate distance learning tools. 2 Creation- Creation of the pedagogical materials.All the partners took part to two full days training on how to create distance learning materials with the selected learning tools.The creation process was divided in 5 steps: creation of the scripts, the visuals, the quizzes, the audio recording and the publishing of the document and uploading to the project learning management system (LSM). 3 Implementation- Testing phase of the training on learners, tutors and trainersAll partner organisations have implemented the testing phase in their own organisations or in cooperation with different training institutions or vocational schools. Prior to that, we developed appropriate questionnaires to assess the quality and impact of the trainings and the Learning Management System.- Evaluation of the testing phase4 Availability- Creation of the online project guide for other organisations to use or duplicate this training.This guide is available from the website project and it has the following content:-Partnership-Presentation of the project-Distance learning tools-Pedagogical materials-EvaluationThe tangible results of the project:- An innovative and attractive pedagogical approach in order to improve basic and transversal skills of functional illiterate persons- A distance learning tool with all the pedagogical materials- A comprehensive online project guide including the full project methodology in order to be able to duplicate this project in another country and in another language, and also including all the evaluation reports of the national testing phases.The impacts of the project on our target group:- The increase of their interest for doing a training on basic and transversal skills - The significant improvement of their basic and transversal skills- Thanks to this, we consider that their access to vocational training and/or their employability have been facilitated. The impacts of the project on relevant stakeholders:- An interest in using or duplicating this training method and tools by other training organizations and schools.- An interest by job offices and financing organizations in communicating about this training method and developing trainings for jobseekers and employees on basic and transversal skills.The partners also noted an improvement in their skills in the creation of innovative teaching resources and the use of distance learning tools."

"<< Background >>People need the ability to design robust career and life plans and to evolve with the dynamics of the working world. Especially for YOUTH, these skills are essential to DEVELOP their PERSONAL LIFE VISION and develop self-directed independence in all areas of life. Life Skills, according to the WHO, are ""a group of psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and MAKE AND SHAPE THEIR LIVES IN A HEALTHY AND PRODUCTIVE WAY."" With the LifeDesign Skills Tool we create a tool for European youth work, which makes especially disadvantaged young people designers of their own lives. Within the framework of four modules (Personality, Self-Marketing, Physical and Mental Fitness, Financial and Material) the young people develop patterns of action through the use of positive psychology. These enable them to participate actively in European society and to make a successful transition to adulthood and the world of work. The selection of the four modules mentioned above is based on decades of experience in youth work. Although vocational training and mobility within the European Union are becoming increasingly important in the education and training of young people, the development of life skills does not seem to have an explicit place in any school curriculum. Especially marginalized youth, who are denied the training of these skills due to structural or social barriers, will benefit from the development of an online tool, which shows a safe and self-directed way to independence and teaches skills on a European level. As target group, we focus on marginalized youth and thus promote the inclusion of young people who are disadvantaged by disability, health problems, barriers related to education and training, cultural differences, social barriers, economic barriers, barriers related to discrimination and geographical barriers. By working with our project partners, we aim to address and support all of these sub-target groups. ibis acam Bildungs GmbH as PL (Austria) focuses mainly on the target group of NEET's and young people who have a maximum of compulsory education and have a migration background, therefore are affected by cultural as well as social barriers and discrimination. PP2 Asociación Caminos (Spain) supports NEETs and young people with difficulties integrating into the labor market who, despite a good education, are primarily affected by economic and geographical obstacles. PP3 MAS (Hungary) focuses on NEETs and young people who have a disadvantage in the world of work due to disability or other health problems. The goal of the Life Skills Tool is to teach the four Life Skills mentioned above to the target group in order to create inclusion and equity in the transition to working life and adulthood for young people. Furthermore, a guide for the implementation and mediation for youth coaches will be presented and a competence grid will be created according to the EU Framework Logic. PP 4 Pistes solidaires (France) focuses on the Qualityen assurance system of the project and the developement of a LDSkills4YOU Competency grid. The outcome lead is shared among all project partners.<< Objectives >>The implementation of the Life Design Skills Tool on a European level pursues the goal of creating a target group-oriented tool for youth work, which enables European young people to develop life skills. Using the Life Design principle and insights from positive psychology, the PP develop together with European youth an online tool that teaches four life skills (personality, self-marketing, mental and physical fitness, financial and material). The development of the tool together with the target group allows a target group oriented access. For this purpose, recurring feedback and test loops are included in the development phase. On the project level, the objectives were developed and agreed upon together in the project consortium and adapted for each project partner, its specific target group and according to national circumstances. On impact / overall objective level LDSkills4YOU pursues the increase of quality, innovation and recognition of youth work. As longer term effects, the following contribute to the overall objectives: + use of participative approaches and digital methods + new and better practices to address the needs of target groups with low opportunities + openness to use synergies with organizations working in different fields or in other socio-economic sectors. At the project goal level, the individual goals of our partners diverge from each other to some extent, depending on the target group. Accordingly, in Outcome 2 in particular, there will be individualization depending on the partner. Overall, we will reach a much broader target group of users. As an overall outcome we see: + The promotion and recognition of validation of youth work and informal and non-formal learning at all levels as well as support for quality development and innovation in youth work + Capacity building of youth workers for practical activities online and offline as well as support for the development and transfer of methods to reach marginalized youth. This is done by creating a tool for youth work that targets the ability of youth to create their personal Life Vision through the development of Life Skills. The Life Vision forms the basis for inner security and self-directed independence as a contribution to European society and in the transition to the world of work and adult life. The output generated is a target group specific tool for the development of LifeDesign Skills and the active use and dissemination of the LifeDesign Skills Tool by the project partners. The tool will be developed together with the actual target group. European youth workers will be trained in its use. The tool will be implemented in all partner languages and will be integrated on a learning platform for use on a European level. We see the Intellectual Outputs in the following tools: + LDSkills4YOU as a target group specific tool (online tool) - AUSTRIA: the development of LifeDesign Skills and the active use and dissemination of the LifeDesign Skills tool by the project partners. The tool will be developed together with the actual target group. European youth workers will be instructed in its use. + LDSkills4YOU Guide + Trainer the Trainer Guide - HUNGARY: for the implementation and use of the tool by European youth coaches. + LDSkills4YOU Policy Paper - SPAIN: Target group specific Life Skills training for the inclusion of young NEETs in the labor market.+ LDSkills4YOU EU Framework Competency Grid - FRANCE: development of a LifeDesign Skills Competency Grid in cooperation with European promoters from the educational policy field.<< Implementation >>On activity level, we have designed the following concrete actions to achieve the outputs and outcomes and ultimately the impact: + STARTPHASE (04.04.2022 - 29.04.2022): project management and implementation by PL and the PP, set-up of project structure, project internal accounting and digital project control; Transnational project meeting: Project meeting kick-off in Austria with all PP, implementation of the results of the kick-off by PL. + PROJECT PHASE 1 (02.05.2022 - 22.07.2022): Development of project results by PL and PP 2 & 3: The PP define the competence-oriented objectives of LDSkills4YOU, the PL develops the guideline for the co-creation workshops, the PP acquire young people of the sub-target groups described under 1.1 and experts for participation in the co-creation workshops; the project partners organize co-creation workshops. In doing so, the objectives are aligned with the requirements of the target group for the contents, methods and functions of LDSkills4YOU. The PPs develop the target group-specific requirements profile for the basic concept of the product in a transnational project meeting. + PROJECT PHASE 2 (25.07.2022 - 30.12.2022): Development of project results, steering and implementation by PL. The methodological-didactic basic concept in the form of four scripts is developed by the PL in recurring feedback loops with the target group and the content prototype is finalized. + PROJECT PHASE 3 (02.01.2023 - 06.01.2023): Implementation by PL and PP 2 & 3; comparison of the content prototypes with the results of the co-creation workshops and first content testing and feedback with European youth and experts - planning of the presentation of the content prototypes. + PROJECT PHASE 4 (09.01.2023 - 31.01.2023): Transnational project meeting to present the content prototypes and achieve a commitment of all PP. Development of project results, steering and implementation by PL: Concept is revised based on initial testing and prepared for digital implementation, digitization, creation and design of technical implementation. Technical prototype is available in all project languages. + PROJECT PHASE 5 (=TEST PHASE) (05.06.2023 - 17.10.2023): elaboration of project results, steering by PL and implementation by PL and PP 2 & 3, acquisition of pilot groups (youth and experts), evaluation and assessment of structured feedback on testing experiences in a transnational project meeting. + PROJECT PHASE 6 (17.10.2023 - 15.01.2024): implementation by PL; PL optimizes the product based on the feedback of the pilot groups; PP 2 develops a guideline for the application by youth coaches, online training for youth coaches; creation of a competence matrix (EU framework); policy paper. and (=DISSEMINATION) (15.01.2024 - 04.03.2024): The PL hands over the tool including the guide to the PP for further use and dissemination (roll-out event); The product is presented at workshops (multiplier events for youth coaching organizations to use and disseminate the tool), trade fair appearances and industry events (roll-out at supra-regional and school level); These take place online, hybrid and in presence. Partners disseminate info on LDSkills4YOU via Epale, their own websites, social media channels, and regional media (newspaper, radio, etc.). + PROJECT PHASE 7 (=CLOSING) (04.03.2024 - 12.04.2024): final transnational project meeting; The PL summarizes the results of the project in the final report. + ALL PHASES: Project management by the PL, public relations according to detailed communication plan, interim evaluations and quality assurance. For an even more detailed time schedule, please refer to the attached Project Schedule.<< Results >>Our project outputs are focused on the direct benefits for European youth work and the added value for the target group through the development of life skills. IO- (Intellectual Outputs) + LDSkills4YOU as a target group oriented tool (online tool) - AUSTRIA: the development of LifeDesign Skills and the active use and dissemination of the LifeDesign Skills tool by the project partners. The tool will be developed together with the actual target group. European youth workers will be instructed in its use. + LDSkills4YOU Guide + Trainer the Trainer Guide - HUNGARY: for the implementation and use of the tool by European youth coaches. + LDSkills4YOU Policy Paper - SPAIN: Target group specific Life Skills training for the inclusion of young NEETs in the labor market.+ LDSkills4YOU EU Framework Competency Grid - FRANCE: development of a LifeDesign Skills Competency Grid in cooperation with European promoters from the educational policy field."