"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."

The project has 2 type of FELLOWSHIPS: For youth SCOs managers, decision makers and project managers open for most experienced youth workers from each partner and external SCOs. They pass transnational trainings for FELLOWSHIP promotion and management, and work for 12 months on promotion, management and implementation and evaluation with both key mentors of the project, stakeholders and the fellows themselves. In the process they improve project management, networking, training skills and intercultural capacity. They work on both local assignments and this transnational project as each fellow promoter communicates with at least 150 external SCOs, experts, stakeholders and policymakers. They design programs, evaluate fellows, support fellows projects, support project partners in organisation of fellows selection and the TEST events YOUTH academies for youth workers and for youth leaders. They volunteer and train in the VIRTUAL support centre or promote the project, support project partners for local promotion events. This fellowship thus accelerates youth SCO managers’ capacity to manage and promote youth projects and engages them in active interaction with most motivated youth leaders and workers during the project. Second type of fellowships /based on 12 joint programes/ aims at the brightest and most motivated youth workers and youth leaders – 200 at least from the 6 countries. It is highly competitive and has: 1 kick off, interim and on-line 6 month training module, followed by 6 month job shadowing from lead experts of all project partners. BOTH TYPES of fellowships are merit based, all fellows are challenged to promote their job and results, and only the most motivated and successful gain access to second training rounds. The YOUTHWORK ACADEMY events are in fact large scale, highly interactive forums for exchange of best practices for youth work among the most motivated youth workers from each country and also platform where each FELLOW has place to present projects, ideas and vision for the future of their youth projects. Each project second exchange /training course is for the best, on-line nominated fellows which stimulates them to use ICT and social media promotion skills so as not only to share the challenges met but also the local project designed, the impact of local youth. Our Fellows are thus motivated to show the best in their work, and inspire more young people to participate in local life, or youth workers to pursue the E+ opportunities for training, mobility and study abroad. BOTH FELLOWSHIPs train and involve Fellows in interactions and debates with experts from SCOs and public bodies from consortium, but also in interaction with local SCOs, stakeholders and policymakers from the 6 countries. In addition Partner search group and individual network sessions are provided by the VIRTUAL support tool. The project is co-manages, shared is responsibility not only among the partners but also among the key project and mentorship

In youth work field there are not enough educational opportunities for youth workers, which can enable them to bring the global dimension to their beneficiaries and reach more young people in their communities by using alternative innovative methodology. The aim of this project was to raise the capacity of 8 youth organisations from Europe and Africa to contribute to a cohesive sustainable society through alternative innovative methodology, such as street campaigning.The project achieved the following objectives:•To provide a space for sharing best practices among youth organisation in Africa-Europe youth cooperation field;•To set up the bases for a street campaigning network active in global citizenship area on both continents;•To increase the level of innovation and creativity in youth work field;•To stimulate mobility of youth workers between continents and within their own continents;•To develop strong proactive attitudes towards global citizenship among the direct beneficiaries;•To increase the knowledge level of young people and youth workers in topics like: global interdependencies, pollution, sustainable lifestyle, consumerism, social and global justice, etc.•To motivate all the beneficiaries (direct and indirect) to act as responsible active global citizens in their day-to-day life;The project’s main beneficiaries (43 youth workers) took part in a long-term training course focused on developing practical working competencies in global citizenship field and street campaigning.The training approach was designed as the following:1)An initial training course for developing basic competencies in global citizenship and street campaigning for the future multipliers (it took place in Lome, Togo, in April 2017);2)A practice phase in each of the partner countries (Ghana, Hungary, Nigeria, Poland, Portugal, Romania, Tanzania and Togo), where the multipliers, as trained street campaigners in global issues, prepared and implemented campaigns for more than 2400 young people in their communities between May and December 2017. The topics tackled in their campaigns were: pollution, waste, responsible consumption, sustainable life style, etc.3)The practice phase was followed by a second training course (which took place in Busteni, Romania, in November – December 2017), for assessing the first practice phase results and for developing advanced competencies in the street campaigning and global citizenship. The main aim of the training was to complete the set of competencies of the youth workers to become independent street campaigners. 4)A second practice phase took place in the partner countries, where the multipliers transferred their competencies in a new round of street campaigns for more than 3200 young people in their communities.5)A final evaluation meeting was organized in Portugal, Madeira, in May 2018, in order to evaluate and assess the impact of the whole project and plan how the network will continue to work in a coordinated manner from now on.6)Each partner disseminated the project results in their communities, to interested people and other organisations, in order to increase the interest of the civil society towards global citizenship and its crucial role in the context of the global agenda and towards street campaigning in general.The main project results were:-A network of strong and competent organisations active in the global citizenship field, which are using street campaigning in different African and European countries;-43 experienced, competent and independent street campaigners in global issues;-331 additional young volunteers, who developed their competencies in various performing and public methods, which were used in different campaigns for global issues;-20 street campaigns implemented in 8 countries on the topics of sustainable lifestyle, responsible consumption, food waste, pollution, etc.-13878 direct beneficiaries-One manual-One Movie

As a result of the rapid developments in the recent years, career management has become one of the key administrative function. The literature review conducted in the study suggested that the business world is on the edge of a new paradigm change called industry 4.0 revolution, human resources management has too many responsibilities to face. Although industry 4.0 offers new opportunities, it has some downfalls as well. The current education and training system is developed according to the requirements demanded by Industry 3.0. Thus, the current graduates, employees, and managers are equipped with an outmoded skill and competency kit. The aim of the project was to offer a career planning tool. After the literature review, the project team decided to include industry 4.0 within the project. In the end project achieved the objectives stated in the project proposal form adding Industry 4.0 perspective. Thus the project produced innovative educational materials and developed a mobile application by which potential employees, employees, and managers can evaluate their skills and competencies based on the requirements demanded by the Industry 4.0 revolution.The project achieved in producing 3 interrelated intellectual outputs. The first intellectual output is the Need Analysis, which covers both literature review on career planning and research on career planning adding Industry 4.0 perspective. Industry 4.0 introduces new technologies such as sensors, cyber-physical systems, the Internet of Things or smart networks that will influence the manufacturing processes, and that Industry 4.0 demands new competency and skillset from employees. Second intellectual output is the Career Planning Guide which is developed based on the research findings for graduates, employees and managers. The intellectual outputs are used as an antecedent of the stage where third intellectual output, the Mobile Application is designed. The target group includes employees, the individuals who are going to start working in the near future and the managers. Thus, need analysis, the career guide and the mobile application are developed for 3 target groups. By adding competencies required by industry 4.0 point of view, we have achieved in our proposed output that we have designed a career guide and mobile application according to the current developments in labor market. The literature review and survey have been conducted, based on the results of the needs analysis a career planning guide at three levels (the initial, intermediate and advanced career planning) have been produced, and finally the mobile application has been developed on the basis of the career guide, at three levels in each partner organizations’ mother language. The users of the mobile application can select a level based on their current status, and a language according to their preferences, and they can start carrying out their career planning. The mobile application scores the users' competencies required by industry 4.0 and offers suggestions based on the self-evaluation of the user. For instance, a graduate selects the initial level in order to develop his/her career plan. Likewise, an employee selects the intermediate level, and a director will conduct his/her career planning by selecting the advanced level in the mobile application.The final results of the project and the potential longer-term benefits are:The project achieved to rise awareness in industry 4.0 among the students as near future employees, experts as the current employees and managers. The student are now able plan their curriculum according to the competencies worthy in a industry 4.0 setting. Current employees are now aware that it would be difficult for them to find a new job in industry 4.0, and they should gain new competencies, that their skills, competencies, education and training may not be sufficient enough until they retire. The managers are now aware that there is current trend in the business world, and they should plan their human resources in the near future.The results of the projects offers tools for the potential and current employees plan their own careers.The mobile application offers tools to self-evaluate the current competencies of the employees. The mobile application can be used to determine the weaknesses and strengths of the employees. Overcoming the weak competencies is supposed to help increase in productivity in the long run.The mobile application supports information about the current developments in the business world and scores the users’ competencies. The scoring system can be used to determine the areas in which the user has the potential to succeed in business life.The scores calculated by the mobile application suggests the areas in which more or new training is needed, which can be used for future training plans.The mobile application offers an option to add competency score calculated in a CV and CV can be emailed by the mobile application.

<< Objectives >>Raise awareness about ecologically sustainable behaviors and climate change among young people Improve quality and innovation of youth work by introducing the method of gamification in non-formal educationIncrease the digital competencies of young people and youth workers via developing digital materials and games about fighting climate change, loss of biodiversity, supporting food security.<< Implementation >>A board game on fun environmental learning in English, Hungarian, Portuguese, Italian, Greek, and Bulgarian;Project website with the game extension;A project staff mobility – for 15 youth workers – to improve competencies in environmental protection, and game-based learning; Let’s EcoPlay local workshops with at least 100 people (youngsters and youth workers)<< Results >>More aware youth workers and communities of the importance of games in learning about the environment; Better digital skills among the youth workers;At least 50 young people will play the game in the physical format; at least 50 educators, coaches, and public institutions in education and environmental protection will learn about the game and will use it in practice; new potential cooperation at the local and regional level; encouragement in the field of international cooperation.