The BG2D project was born out of the need for a comparison at European level on how to support adults in the use of new technologies by improving their life skills, as both at local, national and European level it was noted that the two topics are closely linked. Fears, anxieties, technical difficulties and difficulties in understanding the use of new technologies are all factors contributing to potential social exclusion, especially in today's hyper-connected world, which is having a profound impact on the workplace as well. The exchange of good practices within the partnership allowed to understand what could be some solutions, expedients or methodologies to be implemented in the educational programmes of the institutions involved. In order to homogenize the results of the research, a common template was constructed in which the information collected was brought together. The documents with the results of the research were then made available free of charge on the project website, and were included in a short White Paper also made available on the project website. The White Paper also includes a presentation of the project and its objectives, as well as a section with some considerations from the partners on the impact of the pandemic on the project's themes. In fact, the pandemic has increased the impact of new technologies in everyone's life, in some cases exacerbating the digital divide that the project was intended to investigate. The project's general objectives met have been therefore the best practices to enhance the life skills useful to bridge the ultimate grey digital divide and the promotion and adoption of the best practices in the partners’ network and their stakeholders. During the life cycle of the project some of the staff of the partner institutions were involved as Project Management Team, some trainers of the institutions as a group that contributed to the recognition and definition of the needs of adults and finally the adults themselves who will benefit from the results of the project. As specified in the project writing phase, the main impact on adult educational providers and their staff is to become aware of the requirements of digital literacy teaching to meet the emerging needs of learners and to know the up-to-date best practices. The main indirect impact on learners is the enhancement of their digital skills and of their emotional and cognitive life skills in order to feel at ease with the use of ICT in their everyday personal life. We can say that the staff of the involved partners was highly impacted by the project, because of the increased used and need of use of new technologies imposed by the pandemic. The learners as well were highly impacted for the same reason. The BG2D project was in a way supporting the changes that have been taking place during the last two years of pandemic, and this can be regarded as the most important achievement of the project, because it supported the necessary change of perspective and shift from face-to-face activities to online activities that all of the partners had to go through. This can be regarded as a long-term impact and benefit as these changes may stay with us for a very long time if not forever.

‘NOEMIX – New Mobility in Friuli Venezia Giulia’ supports the transition towards e-mobility in public fleets by building integrated technical, economic and legal expertise for the launch of concrete investments. NOEMIX combines public and private organizations with institutional competence (Regional Authority FVG is the leading public administration), technical/technological and economic/financial expertise and securing the involvement of private sector operators. NOEMIX implements a participated approach to involve the main public and private stakeholders, including mobility service providers, the lenders’ community, procurers and final users of the mobility service. The project aims to: - develop an innovative, standardized and easily replicable methodology based on the transition from a ‘fully public-owned fleet’ model to a ‘public-private mobility service partnership’ exploiting regional demand aggregation; - replace a significant share (around 30%) of vehicles owned by public institutions through a mix of rationalization in use and a mobility-as-a-service scheme based on long-term lease and car-sharing of e-vehicles; - trigger e-mobility and RES-plants investments for € 21,4m with a 1:23,7 leverage factor; - build technical economic, legal capacity within public authorities; - support the uptake of the methodology, tools and outcomes developed in NOEMIX by regional authorities in new areas and countries. The work-plan entails 4 main steps for the development of the scheme (participated context analysis, technical feasibility study, financial scheme and business plan, legal/administrative procedures to launch the tender), measures dedicated to dissemination and replication of the scheme (national/international Committee of Observers and replication laboratories). The above combined with experienced management and coordination and supported by a comprehensive communication campaign propping up each individual action for an effective implementation of the work-plan.

"Connection and transition from school/training to work constitute the main step for the insertion of young people, for improving their employability, and acquiring the skills adequate to the requests coming from the labour market. All the European countries are currently facing severe problems of skill gap for the young people just out of their training life. As far as the transition from school to work is concerned, a key reference at European level is presented by the “dual learning” system: many countries are rethinking / reorganizing their school schemes and training courses, moving to the direction of dual learning.At the same time, those countries where the dual system was developed are facing unexpected problems, particularly in the relationship between the school/training system and the process school/work, that often are not properly connected to each other.SWORD intends to proceed with a reflection on the model of dual learning, leading to an innovative shared European approach. Its results will allow countries that are already using the model to deal with the existing problems, while countries wishing to adopt the model will overcome the critical issues emerged from the previous tests. In addition, the project seeks to identify a model of dual learning in which the transition can also be managed in different countries, thus promoting processes of transnational mobility.The development of innovative solutions concerns the Autonomous Province of Trento, the Autonomous Province of Bolzano, Friuli Venezia Giulia and the area of Gdansk, where TNOiK participate in the ongoing process of national revision of the model of VET.Among the partners of the countries where the dual learning is already in operation, Arbeit und Leben-Hamburg, as well as BFI OOE, already started a common reflection with other local actor on the existing problems, especially in the transition from school to work (highlighted by the reduction of young people who choose this model).SWORD will proceed to identify an innovative model of transition, attentive to the balance between classroom and in-company training, with the objective to develop skills responding to the different working environments.For the implementation of the project three intellectual outputs were identified:- O1: comparative analysis of regional contexts, including two steps: collecting documents and information in partner regions, and preparation of the comparative analysis report;- O2: model, mechanism and tools for transition from school to work, where three activities are planned: i) creation of a shared ""approach"" to transition, aimed at defining a model; ii) fine tuning of the model, i.e. design and localisation of transition mechanisms in different contexts; iii) testing the model in the partner areas;- O3: manual with the ""rules of the game"", presenting recommendations and guidelines. Here two activities are planned: definition of the structure of manual, and development of the manual.The SWORD project also plans:- 5 multiplier events for disseminating the model of transition from school to work, and one final conference;- study visits to Germany and Austria for teachers/operators of educational and training system;- periods of short-term mobility in other countries for young people, who are going to come out or are just out of their educational life.The approach followed by the project provides several pathways for supporting insertion in the labour market, providing tools and support for planning and managing the activities at local level.In this way it should be possible overcome the existing problems, providing solutions at various levels:- local governance, with an impact on institutional partners, through guidelines and recommendations for policy options, able to strengthen the link between education, training and work;- vocational education systems, involving educators/teachers in the design and development of blended solutions with a close collaboration between schools, training systems and enterprises, leading to a unitary process of learning;- school system, giving students the opportunity of combining education, training and experience in an enterprise, aimed at increasing the skills needed for job insertion and provide further learning opportunities;- business system (also at the level of business associations), providing guidelines and recommendations to define learning paths between school, training and work environments, able to answer the requests of qualification expressed by companies.A further impact is given by the model of dual learning envisaged by the project, where transition among education, training and work can be managed at transnational level, thus promoting new models of transnational mobility."

"Adults with a low level of soft skills is an issue nowadays and it has great importance at a time when relevant international bodies and the scientific community stress the importance of enhancing and developing human capital, identifying in the personal skills significant predictors of economics and social outcomes. The problem of low skilled citizens is dramatically present in all the countries that participated in the first PIAAC survey. In three partners’ countries (Italy, Spain and France), the percentage of low skilled is very high, while it is lower in the other two partners’ countries (Ireland and Finland). To tackle the problem, the objective of the OECD Skill Strategy is ""mutually reinforcing the skills system"" through four pillars: 1. develop relevant skills, 2. activate the supply of skills, 3. use skills effectively, 4. strengthen the skills system so that appropriate skills can lead to better jobs and better living conditions, both at a personal and at a social level.The general objectives of the project, therefore, are to identify the best practices for the process of certification and validation of key competences, in particular ""Personal, social and learning to learn competence"" and to promote the adoption of best practices in the network of partners and stakeholders concerned.The specific objectives consist in the elaboration of a White Paper on the best practices for the implementation of a process of certification and validation of non-formal competences, with particular reference to ""Personal, social and learning to learn competence"". It will guide the operators in the identification, collection and evaluation of the competences possessed by low skilled people and therefore support them in the choices of training offers consistent with their expectations and competences possessed. Moreover, the specific objectives are also to identify a shared path as a ""first step"" towards the validation of competence in the non-formal field, and to disseminate the project results on the Internet and in adult education centres.The project is addressed to trainers and teachers of education and training institutions, as direct users, and to low skilled people, but also to social partners and enterprises involved in adult education, as indirect users. In order to achieve the planned objectives, the project activities will develop as follows: -research phase of methodologies for the collection of non-formal learning outcomes in relation to the key competence ""Personal, social and learning to learn competence""-comparison and evaluation of the methodology to be applied on the research carried out-1st training activity for trainers aimed at the acquisition of the methodology for the collection of learning outcomes-evaluation of the training activity and research on the certification and validation process of competences-2nd training activity for trainers aimed at the acquisition of the methodology for the evaluation of the key competence and the certification process-evaluation of the second training activity-experimentation of the process-realization of a white paper.The expected results for training and education centres are:-Promote innovation in adult education by using methodologies for the development of a competence validation process.The expected results for the low skilled are:- Possibility of rediscovering and developing skills they possess, but they do not know they have- Improvement in the rate of socio-work integration and/or integration into qualification pathways in relation to the validation process of ""Personal, social and learning to learn competence""The project will have an impact on direct participants, partner organisations, end-users and stakeholders in terms of:-improving and updating methodologies, -raising general service standards, increasing effectiveness in the management of pathways to accompany the process of validation and validation of ""Personal, social and learning to learn competence"" acquired in non-formal contexts, -contributing to the improvement of awareness of their competences by low skilled people."

"Researches demonstrate that ESL is caused by a mix of individual circumstances, educational factors and socio-economic conditions. It often starts already in primary education and increases during transitions between schools or different educational levels, but education and training systems often do not provide sufficient TARGETED SUPPORT for pupils to cope with their emotional, social or educational difficulties and to remain in education and training. Responding to their different learning styles is still a CHALLENGE. Almost all aspects of modern living involve nowadays the use of ICT on a continuous basis. For youngsters in particular it means that SHARING and SEARCHING are at the hearth of information gathering and problem solving rather the traditional forms of knowing and experience. Professionals working with youngsters at risk of ESL (teachers, trainers, educators, school and career guide, etc) shouldn't avoid to acknowledge these changes and take them into account in their work.This project, promoted by 10 partners of different natures (association, VET institutions, networks, regional administration, high schools) from 6 European countries (Italy, Austria, Germany, Croatia, France and Spain) aimed at defining, experiencing and disseminating an effective approach for pupils at risk/drop-outs based on their involvement through an orientated use of ICT tools and methods that may ENHANCE YOUNGSTERS' EXPRESSION and so lead to a better comprehension of the reasons of their disaffection and to a promotion of their self-comprehension, self-esteem, critical think and autonomy. DIRECT TARGET GROUPS were teachers, trainers, educators, school and career guides and youngsters (mostly aged 14-18). They both had been involved in testing project activities such as a DIRECT ANALYSIS run with the help of selected ICT tools able to let students express freely their thoughts, SUPPORT WORKSHOPS (focused on empowerment, re-motivation, improving communication skills, etc) integrated with the use of ICT tools and methods, ONLINE MUTUAL-HELP SERVICES, production of VIDEOS and VIDEO INTERVIEWS. All the experiences collected among the project lifespan constitute the core of the GUIDELINES, the final project output that sum up and present in an easy and effective way all the lessons learned in terms of effective approaches and tools to be used, study cases, assessment reports, suggestions and recommendations.The Drop App project was carried out with a constant attention paid to effective ways to encourage youngsters' expression in order to feel they can ""take out what they have inside"" and being listened and feeling understood by both peers and adults. Results foreseen by this project have been in some cases better than the foreseen; in some project activities, in particular, the use of digital tools let partners reach and involve in an active manner a wide number of youngsters. The carried out products, particularly workshops and videos (all available on the project website and through the Erasmus+ Project Result Platform to all interested people and organizations) had an extremely positive impact, so that some of them have already been implemented into the standard activities of project partners. The approach promoted by the project, aiming at MEETING YOUNGSTERS IN THEIR WORLD by using digital tools also in the context of normal school and training activities regardless of teachers’ technical skills, turn out to be of easy application and transfer. Involved teachers, trainers and educators improved their pedagogical and educational competences, to be adopted particularly with students early school leavers or at risk of, as a consequence of an intensive use of ICT tools in the communications and interactions in school-life and other educative contexts; at the same time, youngsters at risk of dropping out or with difficulties at school directly involved in project activities testified a raising of engagement to school/training paths, the feeling of being more listened and understood and to have behaviours more respectful of the rules and of other people both at school and in the society at large. Also the local communities had benefit from these results, emerged from tested interventions which are appropriate to be included in comprehensive local policies.The Drop App project testifies how the improvement of effective approaches may lead to the reduction of dropouts rates and to the increase of attractiveness of education and training systems, in addition to an improved awareness of the phenomenon of early school leaving – causes, consequences, methods to fight it, youngsters’ needs."