ICT-Mobile Application and digital literacy are growing to be increasingly relevant in the global market today. On one hand, Europe is in the midst of digitizing its own market to catch up to global trends, strengthened with European Union policy backing with the creation of Digital Agenda for Europe (DAE). On the other hand, Asia is growing and offers many possibilities in technology, entrepreneurship and digital competence. Both regions are rich in experience, knowledge resource and opportunities to share with each other. While trainings for young people on employment and entrepreneurship exist, it is high time that these concepts are connected to the demands of the digitizing market – at the very least, to make young people more competitive and penetrate the market. WAPPY's overall aspiration was to create a conducive environment where ideas, learning and competences are explored. What it offered are two things: 1) as the tech-savvy generation, a competitive advantage and opportunity to finally penetrate the market; and 2) new jobs, markets and possibilities to explore either as budding digital experts or entrepreneurs. To ensure this, the foundations have to be set in place: availability of infrastructure and formal and non-formal learning support, as well as spaces or learning incubators to test out ideas, concepts and learning. The project is comprised of a systematic line-up of activities that enhances the capacity of youth workers and young people in ICT competence and digital literacy through Mobile Application to promote employment and entrepreneurship. It aims to address the needs of both youth workers and young people through main components: capacity building for youth workers; capacity building for young people; and application and demonstration. The project has featured an ICT-Mobile Application training for Youth Workers, thanks to an innovative proposal made by partners and experts, completed by specific consultations that took place in each partner country.

<< Objectives >>The objective is to create a serious game, an online e-learning system for learning French Language and culture, supportet by 5 3D simulation games, depicting actual locations in France, where players have to utilize what they have learned. The system will use artificial intelligence to tailor learning and Automatic Speech Recognition to allow verbal interaction and assessment, be available for single play, but also as a cooperative multiplayer experience with the EU Parliament as the HUB.<< Implementation >>French Language & Culture focus:A1: Development of Language CurriculumA2: Development of Culture CurriculumA3: Determination of Game Characters and 5 3D ENVironmentsB1: Implementation of Language & Culture Curriculum in the VIFIN Course Creator (VCC)A4: Narrative & Dialogue Development - Single PlayerA5: Narrative & Dialogue Development - MultiplayerA6: Multiplayer Task DeterminationB2: Character and animations DevelopmentB3: 3D ENVironment Development B4: Full Games Im<< Results >>Final output will be an online accessible e-learning system for French Language and Culture, supported by a Serious Game, a simulated reality for learners to utilize their skills. The platform uses artificial inltelligence, speech recognition, single- and multiplayer capability - it will be accessible to educational institutions as well private individuals, of all sorts, wanting to learn French as a second or foreign language, and will become part of the overall EUROSIM platform.

Rise In Quality highlights the need to incorporate practical experiences with evidence-based practice, bringing about useful tools. Organizations across the European Union are continually under stress to meet deadlines, implement projects, and conduct workshops in the community. In promoting the EU values, a lot of work can add up for NGO’s and Youth Associations with limited time, staff and resources. This can be especially true for newer organizations involved with mobility projects. Perhaps they have less experience in volunteer support or fewer capacities in general. A big part of this entire process are international volunteers and their work in each respective organization. International volunteers bring a unique perspective, creative thinking, and energy into organizations. International volunteers are also hoping to personally grow during their experience. International volunteering promotes new skills, innovation, and European values. In order to best facilitate this growth, organizations need to be equipped with tools that are practical and simple to implement. Rise in Quality recognizes that with the limitations faced, staff cannot always spend the time they desire on training, workshops, or reading best practices for supporting volunteers. In establishing basic standards, organizations can find an increase in volunteer satisfaction, therefore contributing to an increase in project quality.The two main outputs of this project are a volunteer support guidebook and template for an online induction training. Both outputs will be created through an inclusive, collaborative effort and available for youth workers to utilize transnationally. Through strategic partnership, the hope of this project is to:· Strengthen organizations’ capacity to support international volunteers · Improve support for hosting international volunteers;· Ease the stress of volunteer management· Increase solidarity throughout partner organizations and all hosting organizations;· Promote active citizenship and volunteering;· To achieve these results, Rise in Quality will work on these objectives: Support capacity building of youth workers and participating organizations;Develop innovative practices in working with international volunteers;Increase quality of youth work in participating organizations by applying developed intellectual outputs;Promote active citizenship, volunteering and solidarity The specific activities involved are:1. The short staff mobility: a training course on coordinating and supporting volunteers in crisis situations;2. The short staff mobility: a training course on how to prepare on arrival induction for volunteers in host organizations through online training;3. Job shadowing and exchange of experiences and good practices;4. Developing a volunteer support guidebook and on line induction training for international volunteers;5. Multiplier event and dissemination activities

The proposed project is aimed at increasing the educational potential of four European organisations: MODE Foundation (Poland), IFOM (Italy), Pistes Solidaire (France) and Coobra (Austria) by exploring the subject of gamification. It is a relatively new, yet immensely popular trend that has found its way into training and management processes of numerous entities, including some of the world’s largest businesses.By providing our staff with a chance to learn about exploiting gamification for educational purposes, we wish to significantly increase the effectiveness of our activities. We also intend to immediately utilise the newly gained knowledge in our work with adult learners who participate in international initiatives.The competences to be gained by our trainers can be divided into three main areas: 1) multicultural education and mobility preparedness; 2) specialised education; 3) personal development, also with the use of e-learning tools. Each subject will be explored during a short-term training course, where participants will exchange their knowledge and develop common standards for effective use of gamification in a given area. This will lead to the creation of a competence map that will facilitate the formulation of future plans and strategies for subsequent initiatives.As seen by the partners, the project neatly fits into our development philosophy, as it entails following top global trends in education, while maintaining cost effectiveness in the pursuit of broadening our competences. It will make use of partners’ own resources. Upon the completion of the project, we will implement the newly gained competences without the need for additional funding. All the while, we will noticeably increase the effectiveness of our educational activities addressed at adult learners.

"<< 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."