Nowadays, many European citizens face high risk of unemployment due to fast changing requirements of the job market. Technological changes, decreasing relevance of traditional working competencies and key meaning of new ones put many Europeans in high unemployment risk (i.e. due to automation or inadequacy of their competencies) or employment out of their competence profile (skills mismatch) leading to decreased productivity and life quality (Rathelot & Rens 2017). Especially constant innovation related changes, new technologies or business models, create the need for fast adaptation and developing corresponding competences which are not immediately available at the job market.In this scope, taking into account especially the major role of SMEs for EU economy, open innovation (OI) provides companies unique chances to engage in forefront innovation in face of often insufficient resources (Vanhaverbeke 2017). This however requires recruiting specialised staff that could support OI processes. Despite increasing (and expected to increase further) role of such positions as OI specialist/manager, networks and partnerships coordinator, knowledge manager, managers struggle to source recruits with required competences in this scope, while many EU adults face unemployment or high unemployment risk (Dabrowska and Podmetina 2014, Cedefop 2018). The OPI project aims to develop and test a comprehensive methodology and tools for requalification of human resources to obtain professional competences for those future oriented positions in open innovation scope. Due to, from one side, high importance of OI especially for strongly SMEs based economies and from the other, limited understanding of the OI processes, their benefits and job market opportunities among many job market stakeholders, the OPI project will aim at building labor market intelligence and competences in the area of open innovation that will allow to effectively develop supply of skills to fill the market gap while capitalising on existing pool of human capital. To this end, OPI will develop solutions that will focus on capacitating HR professionals to provide quality career guidance and counselling in the area of open innovation opportunities and requirements together with ready to use requalification/upskilling tools for unemployed and adults in risk of unemployment. The project will approach the issue from 2 perspectives. First, it will improve awareness of OI related professions, of their relevance and specifications among the staff related with HR development and guidance (staff of HR agencies, employment offices, NGOs fighting unemployment issues and firms' internal HR staff) and capacitate the staff to prepare employees and job seekers to adapt to new types of positions. In this scope, the project will not only extend and develop the competencies of the HR personnel supporting adult learners, but will also provide them with ready to use digital tools to diagnose re-qualification potential and further on, an on-demand OI upskilling program developed for the specific needs of OI competence building of unemployed/adults in unemployment risk. Second, it will directly address the needs of unemployed and staff in the need of requalification or upskilling to obtain key for modern and future market competences which is highly obstructed by lack of awareness of OI in the target group and lack of access to high quality learning opportunities in the OI area. It will allow them to gain practical competencies responding to the market needs. By providing specific methodology based on empirical research of market, its future orientation and target group needs, the project will support the individuals in obtaining key competences highly relevant for employability and innovativeness in a long-term. In OPI scope they will not only gain access to their needs oriented program for development of in-demand professional competences, but by capacitation of the specific HR support staff they will gain access to guidance in the area and will obtain critical motivation related with realistic recognition for the competences relevance in their job market environment (EIB 2019).Specifically, the project will deliver:-Study of local state of open innovation competencies,-Methodology and tools to build open innovation understanding among HR specialist and build their ability to guide job seekers or employees through upskilling/requalification to take position in scope of open innovation, -Diagnostic tool to evaluate human capital in scope of open innovation,-E-learning solution for building unemployed/employees in high unemployment risk competencies to take roles in scope of open innovation,-Comprehensive requalification guide for HR professionals and adult educators.

The project focuses on empowerment of low-skilled adult learners, volunteers engaged in activities in voluntary organisations, which are understood as all those non-profit organisations that engage volunteers and provide voluntary services of any kind.More and more people engage into voluntary work of various kind on formal and informal basis. Importance of non-profit org. providing voluntary services (associations, societies, foundations, churches) is increasing steadily. In 2015 (Eurostat last avail.), the involvement in informal voluntary activities in the EU-28 was slightly higher than in formal (organised) voluntary activities (22.2 % versus 19.3 %). Participation in partner countries: IT(12 formal; 11,2 informal), PL(13,8; 50,6), ES (10,7; 10,6), DE (28,6; 11,4); BE (20,4; 20,8). In all countries there are strong organisations that belong to networks, but there are also many small that operate locally/regionally and struggle to survive. Volunteers help elder, sick, immigrants, environment, but they also do work that helps keeping organisations alive. In this aspect, it would be beneficial for them to take advantage of EU funds. If they had strong digital, intercultural and initiative taking and entrepreneurship skills with specific knowledge on EU projects writing and managing, it would not only bring positive effects to their lives but also to organisations they voluntary for. Partners conducted own research about participation of voluntary organisations in EU projects and trainings available for volunteers. Results show that the reason “why” they don’t participate is mostly that volunteers are not trained in this area, they are not aware of such opportunities, they don't have international contacts or they don't have competences to write high quality EU funded project. Analysis of approved projects show, that there are no or little written by volunteers. As for the trainings, organisations can't afford it, especially if from their point of view, it is less urgent. If they have to choose accounting vs. how to prepare EU project, the first will be chosen, because it is a requirement while the second is only an option. As it is getting more difficult for small associations to raise money, this sector in particular could benefit from EU funded programs but often there is no one, who would know how to prepare projects. The objectives are:- to improve and extend the supply of high quality learning opportunities tailored to the needs of volunteers, especially those that are low-skilled by enhancing their knowledge and skills in issues related to EU projects development and management with a focus on developing effective open and innovative education in the digital area through the use of ICT supporting key competences - increase inter-regional and transnational cooperation and develop and reinforce European networks especially of those voluntary organisations that are not part of EVS/ESC-increase the capacity of voluntary organisations to operate transnationally-develop digital learning materials and tools in particular OER and support the effective use of digital technologies in education and training- to disseminate widely the results in order to reach as many as possible volunteers and voluntary organisations throughout European Union. Target group are low-skilled adults who work as volunteers of those voluntary organisations that are not part of EVS, that operate in small communities, work on local and regional levels and are not aware of possibilities that EU funded projects could bring them. The project is centred among development of two main Intellectual Outputs: - 1 OER for volunteers including practical Toolbox on various aspects of cooperation within EU projects (including 1-Internationalisation for voluntary organisations, 2- Dissemination and exploitation of results, 3-Intercultural communication in transnational work, 4-quality in EU projects, 5-ICT tools for the implementation and management of European projects). OER will include theoretical part and practical tools for work on planning, design and management of EU projects.- 1 e-catalogue of good practices in the field of EU projects implementation by voluntary organisations with possibility of interactive exchange of good practices for these organisations. The project is likely to have a sustainable impact within and beyond the project lifetime on the low-skilled adults who work as volunteers, on voluntary organisations, adult education providers, participants and participating organisations. As result of the project low-skilled adult volunteers will upgrade their competences in preparing and managing European projects, enhance their digital skills, intercultural competence and sense of initiative and entrepreneurship. Voluntary organisations will be able to strengthen their position in the region, gain new sources of funding, run more effective operations and establish new, international networks.

<< Objectives >>With RegenerAction we aim at defining and finding a common agreement on the competence framework of the Urban Community Builder for actions of urban regeneration, training with innovative living labs booting their green and digital competencies and transferring knowledge on how to establish Public-Private-People-Partnerships. Also, with the final Augmented Reality Manifesto, we want to provide a visual, innovative and interactive synthesis of the vision, values and policy recommendations by UCBs<< Implementation >>- Development of a handbook describing the knowledge and skills of the Urban Community Builder- Local and European Living Labs for UCBs to boost their green and digital skills, and transfer tools and knowledge for creating Public-Private-People-Partnerships- Co-design and development with UCBs of an interactive and disruptive Manifesto made with Augmented Reality including the visions, values and policy recommendations of European UCBs<< Results >>HANDBOOK: Creation of a recognized professional figure: the Urban Community builder TRAINING PACKAGE: Green skills Digital skills, Public-Private-people partnershipPOLICY PAPER recommendations Visual Manifesto using Augmented reality

<< Background >>STAND UP is a project focused on the fight against cyberbullying in VET, especially in IVET and middle VET. Although the European Union is currently very focused on the fight against cyberbullying, there are still important gaps; for example, the list of national agencies to contact in case of being a victim of cyberbullying, which is available in the COE, only includes half of the countries present in this proposal (IE and GRE). In addition, cyberbullying is usually focused and studied only in primary and compulsory secondary education; most of the available studies and materials are focused on students under sixteen years old corresponding to compulsory education, as is the case of Save the Children or Unicef studies. However, VET students, who are usually positioned between 16-24 years old, are not normally the subject of such studies, although if we look at the percentages of the 2017 Unicef study it is clear that bullying goes up as age goes up (there were 14% of participants victims of cyberbullying under 14 years old, and 15% under 16), from which it can be derived that students between 16 and 20 years old still need tools to help them in this area. And even more importantly, teachers, trainers and workers in VET centers who are in contact with these students need tools to know how to manage cyberbullying crises. There are some articles on the subject ( for instance, from the UOC), but they are not current and in many cases do not address the specific problems of EU countries, thus not providing customized solutions for the EU.In this context, the need that STAND UP seeks to fill is that lack of training given explicitly to VET teachers, as well as content designed for VET students. Not only that, it also seeks to give a tool that provides support to teachers, who in many cases have already denounced the danger they see in cyberbullying, and how it is increasing due to the widespread use of cell phones among adolescents and young people. At the same time, the aim is to provide a tool to help students who suffer from cyberbullying, through a mobile application that allows quick access to regional or national contact information, and that provides tools to raise awareness among students about the importance of the fight against cyberbullying. In this way, the most familiar tool for students (the cell phone) will be used as a contact method to solve the needs seen by this proposal.Finally, it should be noted that due to the COVID-19 health crisis in many cases students have had to confine themselves and work from home, having the Internet as the only method of contact with their classmates; this has also led to a higher percentage of students suffering cyberbullying (some studies place cyberbullying ratios 70% higher than before COVID). This need underscores the need for teachers to receive specific training to help them.<< Objectives >>The STAND UP project seeks to achieve the following objectives:- To provide VET teachers, educators, and professionals, especially in IVET and middle VET, with tools that will enable them to understand the process of cyberbullying, recognize signs in the classroom of possible victims, and understand how they can collaborate in their fight against it.- Give VET educators tools that will enable them to provide their students with the knowledge they need to understand cyberbullying and its consequences.- Provide educators with tools and skills to assist their students in case of risk of cyberbullying, or if they know of a case of cyberbullying, to know how to deal with the situation.- Create tools that support social inclusion inside and outside the classroom and encourage the creation of a positive school environment in VET classrooms, using teachers, trainers and VET professionals as a channel for change and improvement.- Support the use of an innovative and digital approach to support pedagogical change in VET.- Provide trainers and students with tools to respond to cyberbullying, now that COVID-19 has led to an increase in cases- Support the continuing education of VET educators.- Promote the creation of VET classes in which tolerance and a positive work environment are ensured, both among the students themselves and between students and faculty.<< Implementation >>STAND UP will carry out a series of activities to meet the anticipated needs and achieve the objectives. To begin with, the project will carry out extensive dissemination of the project results to ensure that the target audience is reached. The project will use Facebook and Instagram as the main methods of dissemination, creating content of interest to both target groups in both cases, but focusing on reaching VET students through Instagram; the project profile will become an anti-cyberbullying information area for its followers, providing VET students with engaging and necessary content to understand how to fight cyberbullying.At the same time, the project will carry out its three main outcomes:- Creation of a training specifically designed for VET trainers on how to detect and fight cyberbullying in the classroom, with content specifically designed for potential confinement situations and online education. The teacher training will be supported by practical content that helps teachers understand how to act in each potential situation, and how to promote a trusting classroom environment that helps potential victims of cyberbullying to come forward and seek help.- Creation of training designed specifically for students, in the form of visual and clear content to encourage students to pay attention and understand the information contained. The training will provide the student with information on how to act in the event of cyberbullying, as well as behavioral tools for those students who believe they are witnessing cyberbullying. The content of this training will be summarized in visual posters that will be shared on the project's Instagram, to bring such content closer to the students. - Creation of a mobile application in which both the training content for teachers and the content for VET students will be available. The mobile application will also contain a database with contacts at regional, national and European level, a repository of useful resources available in the European Union (such as complementary applications, articles, reports...), and lists of factors that may denote a case of cyberbullying, to serve as a behavioral map in case of doubts of cyberbullying in the classroom.On the other hand, the project will carry out a multiplier event in each country, to ensure the dissemination of the results not only among the direct target groups, but also other sectors of interest, such as educational centers, training centers, language schools, relevant authorities, etc.<< Results >>The STAND UP consortium seeks with this project a series of results, mostly directly related to the fight against cyberbullying, but also focused on vocational training. On the one hand, STAND UP seeks to reduce cases of cyberbullying in VET education, through specific training that helps teachers and students to identify such cases, delimiting them and seeking solutions that help the victim to overcome the harassment suffered. In this sense, the expected result of the project is a clear knowledge about ways to act in case of cyberbullying in the classroom, and also ways of identification.In addition, STAND UP seeks as a result to provide users of its mobile application with the contact details of those regional, national and European agencies focused on helping victims of cyberbullying. Often, students who experience cyberbullying are not able to find such agencies, whereas it is natural for them to use a mobile application; by creating STAND UP's app, it will make it easier for them to access such content, promoting contact between young people and the agencies that seek to help them.It also seeks to result in the conversion of VET students into advocates in the fight against cyberbullying; the use of Instagram to reach the target audience hopes to result in aware users who not only help end cyberbullying cases, but also promote an anti-cyberbullying policy in their groups of friends.On the other hand, STAND UP will result in training content explicitly designed for VET teachers. The aim is to increase the transversal competencies and soft skills of VET trainers, giving them new areas of training that will be innovative in relation to the content currently available.Also in terms of innovation, STAND UP will seek as a result to mitigate the negative consequences that COVID-19 has had in relation to cyberbullying. Cases of cyberbullying have skyrocketed during times of confinement, making even more necessary tools that are specific to fight this type of bullying, and STAND UP seeks to solve that problem.The tangible products of the project (training content for VET teachers, training content for VET students, mobile application, project website and project social networks) will be focused at all times on achieving the aforementioned results.

"According to the European Skills, Qualifications and Occupations (ESCO), there are a series of group works considered as ""Elementary Occupations"" (EO) (ISCO-88 and ISCO-89: sales/service elementary occupation, agricultural, fishery, mining, construction, manufacturing and transport, cleaners, helpers, street/related sales, services workers…). While EO's relevant areas of work are increasing its demand, with a growth of 8% in 10 years that is expected to continue, most of EU countries is reporting a surplus of workers in EO. It is expected that between 2015 and 2025 around 11.8 million EO job openings will appear on the EU, especially due to retirement (CEDEFOP, 2018). However, most of EO workers hold low or medium level qualifications; one of the main issues in EO is the increasing impact of certain skills in the future of the occupations. The project consortium has studied the context of elementary occupation workers and the needs from that labour sector, reaching the conclusion of the need to provide learning on digital literacy in companies, allowing their workers to improve the employability and give them the opportunity not only to become competitive in their concrete labour market but also access new, higher job positions.DIGITAL GURU intends to provide SMEs, employers and HR managers with innovative methods for an effective workplace learning management. The main objectives of DIGITAL GURU are:- Improve the conditions of effective workplace learning, including voluntary engagement, extensive contact, study time, and sustained formal and informal opportunities for acquiring and improving skills- Improve digital and literacy skills of low qualified adults- Extend the supply of high quality learning opportunities tailored to the needs of low-qualified adults to enhance their literacy and digital competences- Progress towards higher qualifications- Attract adults who would not participate in other forms of learning- Improve job satisfaction on low-qualified positions- Reach people who are not normally involved in continuous education or training- Promote Education and Culture in Lifelong Learning to raise shared values, especially at the European Year of Culture HeritageThe main target of the project will be SMEs, employers and HR Managers who usually deal with Elementary Occupation workers and offer them training. This main target will receive training on how to provide digital skills to the secondary target, which are low qualified adults working on EO (according to ISCO division).All major expected results are listed & detailed in the Intellectual Output and Training activities of the DIGITAL GURU project and are part of:O1. DIGITAL GURU Methodological toolkit for employers/HR managers on how to foster encouragement and motivation for professional and personal development, by using on-the-job activities with low-qualified adults.O2. Curriculum Programme for employers/HR managers digital literacy skills development. O3. Innovative DIGITAL CLASSROOM LAB for PILOTING on digital literacy skills in-company for employee's in low qualified positions/elementary occupation (ISCO).O4. Creation of an online environment and assessment tool used by employers and employees for IO2 and IO3 innovative training programme and IO1 toolkit."