"The SUTEX project was implemented till the end of the project period in cooperation with the participating partners.The project was prepared by four partners. The coordinator was from Slovakia. Partners from Spain, Finland and the Czech Republic also took part in the project one by one. The results of the project are intended for the environment of non-formal education. More precisely, for the training of drivers and to the social environment of excluded communities. While working on the project, the circumstances of the initial assignment still applied. Thus, on one side, it was training and motivation to obtain a driving license. On the other hand, encouragement to get a van or lorry driver's qualification for the members of socially excluded communities. This closed context gives space for the creation of employment opportunities for members of the primary target group. The outcomes of the project create a framework for the expansion of the classical-basic training for obtaining driving licenses and at the same time encouraging the application of common standards for civic coexistence. The project results aimed to prepare materials to support the creation of a program that will combine the training of drivers and the preparation of driving school instructors for specialized training. The project's implementation was presented on various forums, and information was prepared in the leaflet, roll-up, and bulletin form. The materials were distributed. A project website (www.sutex.eu) was created. According to the partners' presentations, the information appeared on the participating institutions' websites with a high number of visitors. The information went through social media such as Facebook. Large, medium and small meetings were organized to disseminate information about the project. Activities based on personnel contact ceased to exist since March 2020 (due to the Covid-19 virus). Only sporadically, under exceptionally favorable circumstances, it was possible during the summer, especially with the coordinator, to make several presentations directly in municipalities with a predominance of the population from a socially excluded community. Dissemination moved into the sphere of distance communication, and it lasted until the end of the project. The Spanish partner reported 1900 informed persons, HAMI 1600 persons, UAMK 10687 persons, and ZAS 600 persons. Participants were informed in various forms; participants were directly members of socially excluded communities. We estimate the participants who could not be directly involved in the pilot courses were about 40 altogether in all partners' countries. The planned work on intellectual output has been completed. Both outcomes fulfilled the task set for them in writing the application. The first output offered a structure by which the instructor can plan the training syllabus, and the second output prepared a guide for instructors on how to discuss a topic related to the course work. At the beginning of the project, the project partners created a helpful questionnaire about issues in driving school training and the state of social support for residents. At the end of the course, the coordinator, with the contribution of a Czech partner, created an output called Program - Module SK, in which the partner presented one of the way how the implementation of the course and the formation of driver training could be lead. In a difficult time for verbal communication and meetings, we managed to organize four pilot courses. The first course took place in Spain. The course to verify the material of Intellectual Output No. 1 was attended by 39 people. The second pilot course took place in the summer of 2020 with the coordinator. As planned, it was attended by three people. From the beginning, there was great interest in participating in the course. But the start of the Covid-19 pandemic has dispersed the interest. At the beginning of the third decade of August, the Finnish partner conducted a distance pilot course for instructors to verify the second material prepared by the Finnish partner. The course was realized in a distance form with the participation of 15 participants. The last pilot course was a distance course for instructors originally planned Prague, Czech republic. The participants were three Slovak and three Czech driving school instructors with many years of experience. The lecturers were instructors from Finland. Each course ended with questionnaires regarding the benefits of the course. The answers, with a few exceptions, were positive.During the preparation of the project, 2 Multiplication events were planned. Total for 76 people. The pandemic changed the organization and form of events, which took place in a distance form 5 days before the end of the project. One was implemented in Prague with the participation of 11 people and the other was implemented by the coordinator in Prešov 19 people took part in this event. The implementation of the project brought the material to the ""bridge"". This bridge combined the classical training with the socialization efforts cast on its participants. The structure of driving school training is given by the legislation that is valid and different in the partner countries. In these countries are also various issues addressed differently towards the support of socially excluded communities members. The SUTEX project contributed to the list of possible solution through driving school training supplemented by a socialization structure. At the same time, the project brought specialized training for instructors. The impact of the project can be added to the offer of active measures on the labour market. The tools of active measures for labor market can also be extended for graduates of SUTEX training. In informal training, it will be a comprehensive combination of professional socialization with the motivation to obtain a driver's license. The authors of the project propose to apply SUTEX training graduates directly in the driver's environment or to work in a time-limited job in an organization created for just it. This organization would employ SUTEX training graduates in a 3 to a 6-month employment relationship, during which they would master the real job of a driver. Only then, with proof of comprehensive training, would they go to the labour market or become freelancers. It will depend on the authorities' commitment and understanding, how they will want to use this idea, and what space they will create for its implementation."

"""Encouraging digital competences for VET Learners in Europe"" or ""ENDIGI_VET"", is a project with the aim of contributing to the social integration of VET learners who lack basic digital competences. The project focuses on groups that have been left behind in terms of technologies and, even though they are studying, they have no motivation to take courses that allow them to acquire basic digital skills. The lack of this type of skills is even more important in groups that are in situations of social exclusion, where they face several difficulties such as the economic one (long-term unemployment), the social one (lack of access to contact with family and friends) and the personal development one (less independence to manage in current life and make all kinds of efforts, etc.).The project aims to promote training in basic digital competences among the VET learners who have no prior knowledge or interest. The project does so through the development of a motivational methodology and educational materials that follow this methodology; all with the aim that a greater number of VET learners access and complete the training in digital skills.Taking into account this context and the general objective of the project, two broad intellectual outputs will be developed:-A course in motivation methodology that will be offered to counsellors and trainers.-A course in basic digital competences aimed at VET learners. The course will make use of the developed motivation methodology and of the curriculum developed and adapted to the circumstances of the target group of the project. It will also be based on the Foundation level of the European DigComp framework and will be tested by the project partners through various pilot courses.The specific objective of the project is to improve the social integration of VET learners without digital skills, through the training of counsellors and trainers and the creation of new adapted educational materials.For this, it is first necessary to know and understand the reasons why these people lack motivation and interest in accessing digital training courses; secondly, it is necessary to develop new motivation strategies; and thirdly it is necessary to develop a study plan adapted to the target group. This will allow the staff of partner entities and professionals from all over Europe to become trained in this area and to promote the access of a greater number of people to the training that we will develop in the project, as well as encouraging them to finish that training.To this end, the Fundación de Trabajadores de la Siderurgia Integral (FTSI) has joined other entities with extensive experience that will allow the development of the programmed actions aimed at meeting the objectives:The Research and Education Centre SYNTHESIS, from Cyprus.AKMI, Training Centre from Greece.EUROSPEAK, Training Centre from the United Kingdom.The actions developed throughout the project are expected to have the following impacts:- At the level of organizations, professionals and VET learners: guidance and training of VET learners adapted to groups that lack motivation; facilitated access to educational resources for VET learners; transfer to other entities of the innovation created by the project; more trained and competent staff; integration as European professionals in different networks; improvement of staff´s motivation; and VET learners more motivated to acquire basic digital skills, to acquire personal skills (motivation, assistance, self-esteem, confidence, communication) and to acquire practical skills (filling out forms, job search, daily management, etc.).- Externally, the aim is to influence entities and authorities at the local, regional, national and European level to make use of the intellectual products developed in the project. The aim is also to support European initiatives such as ""European Skills Agenda for sustainable competitiveness, social fairness and resilience"" and to promote the development of the DigComp European framework (European framework of digital competences for citizenship developed by the Directorate General JRC of the European Commission).As a long-term benefit, we hope that the project will serve to improve the social inclusion of groups of VET learners who lack digital skills, giving a boost to their lives and achieving greater social integration through access to employment, access to training or improving their life on a personal and social level. Furthermore, the project is expected to improve the strategies of action of counsellors and trainers."

The main objective of TRAINNIG ACCESS is to promote and to facilitate the training in basic competences of adult unemployed people with low level of qualification, especially long-term unemployed people. We want to motivate and train the target group through specific tools adapted for their learning. Later they will be able to redirect their formative-work itinerary to a higher level. The final product consists on a platform for learning basic skills (reading, writing, maths and digital skills) it will be free access to the target group and professional workers who work with the collective. The platform contains different materials and tools to facilitate motivation towards the basic competences as to improve their level of knowledge. The Platform allows you to evaluate your level of competences and offers learning materials for trainers and for students. Within the materials of learning platform, it has been designed a scape room interactive game for the calculation training. During the execution of the project, 320 unemployed people with low qualifications and 132 professional (educators and head of centeres) participated, all of them from the 4 participating countries (German, Austria, Spain and Italy)

The CoCoFe project aim is to meet the language learning needs of female refugees and female forced migrants working in small scale manufacturing and retail environments. Females refugees and forced migrants living and working in their new country face many challenges. Highly-skilled/qualified candidates are attractive to professional organisations and there are a multitude of initiatives assisting this demographic. However, low-skilled female employees with relatively low-levels of literacy are not an attractive area of research to all organisations attempting to place and support female refugees and forced female migrants into work. Not only do these women face difficulties due to their gender, but they face challenges due to their lack of skills, qualifications and level of language knowledge. Once in work, they discover the working culture for a woman and the language employed by colleagues and society in general is very different from what they would expect in their homeland or in formal taught classes they may have been provided with once out of the reception stage of their resettlement in their new country of residence. One of the biggest obstacles is their understanding of the informal register of language used by their co-workers or the community in which they live. Often the language used at work in factories or retail environments is dynamic, full of idioms, neologisms and non-threatening expletives used for group cohesion. Speech acts are initiated differently, politeness varies as do conversational styles. A lack of language skills can lead to isolation, affect onward mobility in work and society.In an attempt to bring women who are refugees and forced migrants and the local community together, the project’s objective is to establish a holistic grass-roots self-sustaining web-based platform for low-skilled female refugees, female migrants and local workers, principally females but not exclusively, employed in factories which will establish agency for the female newcomers. It envisages a platform both a web-based e-learning presence and a paper-published book to support women once in work. It seeks to establish a work/partner or mentor/mentee relationship and forge productive relationships, turning both female refugees and mentors into teachers and independent learners. This will be done by establishing a competency- and socio-cultural-based approach to language learning for the women and establish a collaborative digital learning platform. The participants are Eurospeak Language school UK, Solution: Solidarité & Inclusion of France, Learning for Integration ry of Finland, Center for Social Innovation LTD (CSI) of Cyprus and Fundacion de Trabajadores de la Siderurgia Integral of Spain and the women themselves. The CoCoFe partners have a wide skill set and experience in managing projects related to social inclusion, Adult Education, Vocational Training and vocational training in general. The activities (of participants). CoCoFe's aim is to use onsite and virtual mentoring via free-web based platform, a self-published companion book for the website and on-site language clinics to help female refugees and female forced migrants in their new jobs, to encourage on-ward mobility in their job and exploit their latent talents. This would not only help the women and their families, but it would also help their local communities and society at large.

According to Europe 2020, in a changing world the EU needs to become a smart, sustainable &inclusive economy, in order for the Member States to deliver high levels of employment, productivity &social cohesion. Despite this strategy & the hard efforts of Europe to recover from a severe economic crisis, unemployment rates are still high, especially for the countries affected by European debt crisis. Taking into consideration that more than 99% of all European businesses are SMEs that provide 2/3 of the private sector jobs &contribute to more than half of the total value-added created by businesses in the EU, the critical role of SMEs in achieving the Europe 2020 strategy becomes more evident. However, SMEs have had to navigate a difficult economic terrain in recent years leading to poor performance in indicators such as number of enterprises, value added, &employment. On the other hand, lots of studies show that even within the current economic conditions, there are still companies, which show a remarkable yield, way above the average of their sector, and it seems that they get a benefit from the crisis and make use of chances and changes. Why? How? Numerous studies &reports identify that targeted training, exploitation of financing opportunities, internationalisation, improvement of business environment, investments in innovation & new technologies, productivity &resource efficiency plans, are considered critical factor of growth &development. But, again, what makes an SME capable to perform well in these factors? What is the secret of success of those SMEs that, despite the trend, manage to excel? This question is what the proposed project tried to investigate, believing that the answer should reveal the secret of success, lying under the internal management system adopted by the SME “stars”, should reveal the specific needs of SMEs, in terms of internal capabilities, that, when satisfied (via training, among other plans), a viable future & even growth should be ensured. In order to achieve this ambitious objective, an in-depth analysis of the management systems attributes was necessary & was offered by the various standards, models & tools that are or can be applied to SMEs which include bits & pieces of the complete picture of business “excellence” & business “potential”. Within the scope of the proposed project, the complete list of attributes identified in this way should help to develop a questionnaire: (a) to serve as a field research tool for the identification of the “secrets of success” of the management systems of SMEs &(b) to serve as a self-evaluation tool (after the completion of the project) for SMEs in order to regularly identify areas for improvement, a desk & field research conducted for the identification & analysis of common attributes of successful & non-successful examples & key success factors of successful SMEs & skills & competences & organizational knowledge necessary for the accomplishment of the key success factors identified & a modular e-learning VET program for employers &employees was developed in different steps for the staff. The main project objective was to analyse powerful tool & flexible training program that should manage to link the market needs with the training offered, in a way that should allow effective use of resources (people, time) & clear connection of training with business results. In order to achieve these objectives a flexible but representative & of high expertise partnership, composed by organisations from Italy (2 organisations), Greece, Spain, Portugal; Bulgaria and Polandhas been formed.Besides the assessment tool and the VET activities, the team of the 7 organizations also aimed at developing a culture of self-assessment and continuous improvement in the SMEs community and to create long lasting impact to SMEs and their employers and staff, individuals and entrepreneurs, by upgrading the designed outputs to management tools, regularly applied in order to identify and address areas for improvement in the internal business function.