"<< Background >>The starting point and idea: Professionals in adult education, whether in general or professional continuing education practice, increasingly come into situations where polarizingly fought out positions on political, social or personal events trigger massive disruptions and negatively influence group dynamics to such an extent that a simple return to the actual learning topic is not possible. Be it the current topic of Corona and the regulations that apply to it or other topics: it seems in many cases that discussion, debating or arguing in the original sense is impossible. The erosion of the culture of debate can be observed throughout the Western hemisphere and is fueled by the social media. They play a major role in ensuring that camp thinking prevails in many areas, in that their algorithms reinforce opinions and ideological positions with similar content posts and no reference is made to counter-positions on the net. Those who only take note of positions that confirm and reinforce their own become incapable of dialog. It is becoming increasingly clear that a culture of debate cannot be created in the digital space. Only in face-to-face encounters do opportunities for debate seem to exist.The competence and willingness to enter into an interaction in which different opinions, perspectives, and convictions have a space and are expressed in language does not seem to be sufficiently present among many participants in the courses and measures. In an increasingly complex world, it is a key democratic competence to consciously deal with other opinions and perspectives and to accept diversity instead of leaving the situation resigned or aggressive.This is where the project ""Controverse"" comes in with a specific approach: The aim is not so much to develop behavioral change-oriented methods as instruments for professionals to practice behavioral patterns of debating and arguing. Rather, the aim is to develop a concept with practical approaches that make it possible to experience linguistic or non-verbal exchange with opinions and positions other than one's own, with the goal of changing one's consciousness toward greater acceptance of being different, of tolerating and, if necessary, of letting other opinions stand, or even - ideally - of achieving a kind of consensus or constructive agreement. The project wants to contribute to an integrated political basic education, which starts from the life worlds of the participants, follows the concept of situated learning (learning at authentic occasions and situations in the course everyday life) and realizes linguistic and non-verbal forms of the argument with different opinions with experience-oriented methods.The idea for the project arose in the context of a previous project that focused on the development of civil courage. The project sees itself as an important element of political basic skills, because the confrontation with other views or opinions is an important foundation of democracy, whose fragility has become obvious. The confrontation with the foreign and the other is one of the essential, if not sufficient, prerequisites of democratic societies. Adult education is called upon to make a decisive contribution here.<< Objectives >>With our project ""Controverse"" we would like to achieve the following: Improved competencies for adult educators as the direct target group of the project, i.e. lecturers, teachers, social pedagogues as professionals in different measures of adult education.The aim is to encourage them to take up and deal with situations in which black-and-white thinking and entrenched pigeonhole thinking can be observed among (so-called low-qualified or non-educated) learners in a way that is appropriate to the situation and effective for learning, and to equip them with correspondingly innovative theoretical-conceptual and - above all - practically applicable methods and instruments. We plan to achieve this goal through a set of clearly defined SMART objectives:- By the end of October 2022, we will design and develop a CONTROVERSE EXPERIENCE BOX ""Fair Disputes"", consisting of an introductory textbook and a practical toolbox for trainers* working with low-skilled, educationally disadvantaged adults (i.e. inidirect target group of the project).- By the end of April 2023, we will design and develop CONTROVERSE SHOWCASES ""Fair Disputes"", consisting of practical case studies for trainers working with low-skilled, educationally disadvantaged adults (i.e. inidirect target group of the project). These will be presented in concrete pilots of the previously developed experience box - with the active participation of trainers (min. 15) and learners (min. 30) - in an attractive and innovative way.- Until the end of June 2023: Realization of three (1 per partner country) multiplier events to disseminate or concretely promote the implementation of our results.Within the funded duration of the project, the Controverse partnership aims to reach at least 5000 stakeholders in the partner countries Germany, Austria and Norway directly. This is to be achieved through extensively planned dissemination activities in terms of maximum sustainability of the project results.<< Implementation >>The Controverse project is implemented over a period of 20 months to allow sufficient time for development work. At the same time, our methodology is based on experience in the implementation of comparable projects and enables feasible time efficiency, quality and sustainability of results. The small number of partners and countries involved, as well as the proven expertise of the teams that have been coordinated in our cooperation, also contribute to achieving maximum results.Overall, the project execution is divided into 3 overarching activity areas (A1, A2, A3) that will be implemented during the project duration and within which sub-activities are defined and distributed accordingly as follows:Activity1 - Management, Lead P1 (bbb). Duration: 20 months (November 1, 2021 - June 30, 2023)Main activities: development of project management guidelines (Project Manual), task allocation and distribution among partners, continuous communication and cooperation process within the partnership; monitoring through internal progress reports; risk management; interim and final report to NA-BIBB; preparation and follow-up of 4 transnational project meetings (kick-off online, 3 meetings in presence) and other activities described in more detail in the application form. Activity2 - Development of project deliverables, Lead: P1 (bbb) for PR1 (Controversy Experience Box ""Fair Disputes""), P2 (BEST) for PR2 (Controversy Showcases ""Fair Disputes""); the respective lead will coordinate the process, but each partner will be responsible for important sub-activities. Duration in total: 18 months (PR1 November 1, 2021 - October 31, 2022, PR2 October 1, 2022 - April 30, 2023).Activity 2.1: PR1, Develop the Controversy Experience Box, Lead P1 (bbb), M1-M12;Consolidate a draft proposal for the content of the experience box; Create the methodology for conducting a focus group in each country; Select and invite adult education experts (trainers, coaches) for the focus group;Consolidating the information from the focus groups and additional desk reasearch. Design of the experience box and its main contents (textbook and toolbox);Joint evaluation and fine-tuning;Consolidation of the final version of the Controverse experience box.Preparation of the language versions for publication: German, Norwegian, English.Activity 2.2: PR2, development of the Controverse showcases ""Fair Disputes"", Lead P2 (BEST), M12-18; Consolidation of a structural draft for the content of the showcases incl. creation of a methodology for the real and reconstructed case studies from educational work (image, film, sound, innovative media documentation methods); Development in a dynamic testing process (piloting) of result 1 in different educational practices and in cooperation with the associated partners in DE, AT, NO and with active participation of both professionals (trainers) and learners (participants of direct and target groups); Design of three showcases (each partner, i.e. showcase DE, AT, NO) with attractive case studies; joint evaluation and fine-tuning;Consolidation of final versions,Preparation of language versions for publication: German, Norwegian, English.Activity3 - Dissemination/Dissemination (Sharing and Promoting), Lead P3 (LoPe). Duration: 20 months (November 1, 2021 - June 30, 2022).Main activities: set up website (bbb/LoPe) and social media account (LoPe); 60 online publications; 15 thematic presentations at external events; organization of 3 multiplier events (1 per country), described in more detail elsewhere in this form.<< Results >>The partnership of ""Controverse"" aims to achieve the following (tangible and intangible) main results: - Creating the CONTROVERSE EXPERIENCE BOX ""Fair streiten"", consisting of a textbook and toolbox, to improve adult educators' competencies in basic political education and teaching debating skills (""Fair Disputes"") to low-skilled, educationally disadvantaged adult learners. - Creation of the CONTROVERSE SHOWCASES ""Fair Disputes"", which provides adult educators with attractive, practical and multimedia illustrative case studies and gives concrete impulses for their work with the target group of learners- at least 15 trainers and 30 learners will be actively involved in our Controverse pilot activities- Dissemination of the project results to a total of at least 5000 professionals & stakeholders from the partner countries and beyond- 3 multiplier events (in Germany, Austria, Norway)- 60 online publications- 15 thematic presentations at external events, ongoing information provision for dissemination of the project- Improved professional competences of adult educators to conduct trainings in the field of basic political education and skills transfer on factual debating and ""fair arguing- Improved skills and competencies of disadvantaged adult learners in the area of basic political education and in factual debating and ""fair arguing"".- Improved awareness of the adult education communities in the partner countries and beyond in the area of basic political education and skills transfer for factual debating and ""fair dispute""."

"Recent developments caused by growing digitalization and its affects / changes for the labor market are challenging training and further education of the target group of the project (entrepreneurs, start-ups, coaches, vocational training / teachers, trainers, mentors and consultants). Against the background of developments arising from the current crisis (""Corona crisis"") as well as the resulting economic measures (e.g. short-term release of employees into short-time work/unemployment and development of career prospects towards entrepreneurial activity), and particularly with regard to the change from traditional employment models and workplace situations to new forms of digital work and employment such as ""platform economy"", ""sharing economy"" and ""digital solepreneurship"" (entreployees), people from the target group are asked to raise awareness of the impact and effects of these new forms of vocation and the transformation on the digital labor market, in particular to recognize those aspects that lead to a strong development of individual vocations in Europe.The aim of the present project is to determine and evaluate the current situation of digitization effects for the labor market in the countries AT, DE, and LI of the consortium (as well as Switzerland), while at the same time providing predictions for future development and the respective trends to finally develop an instrument based on a map that makes the landscape of individual vocations in Europe understandable and thereby:=> Providing an overview of the current status quo in the partner countries of the consortium, in particular to analyze the current situation in relation to digitization-related professions and to answer the questions:- 1 ANALYSIS: What new forms of digital work and employment arises in our country? Which regions (geographically) are most affected, where are the clients and service providers located, where is the place of fulfillment and where is the beneficiary located?- 2 EVALUATION: How does this affect the landscape of the individual vocations?- 3 PREDICTION: How will the landscape of the individual vocations look like in the near future and how will digitization lead to changes for vocations?=> Supporting entrepreneurs, start-ups, coaches, (vocational training) teachers, trainers, mentors and consultants, as well as practitioners in educational and vocational counseling, in order to prepare for appropriate advice.In addition, the map is a textual and graphical presentation of the status quo and is designed so that it- provides an explanation of the transformation processes and their effects as a basis,- is expandable so that countries and professions can be extended later;The project should:- sensitize for the development of new forms of work in the digitized labor markets and show the resulting transformation of professional identity,- provide an instrument, methods and strategies to understand and address this challenge;In addition, with its map ""Landscape for new forms of vocation in Europe"", the project aims to become a basis for the thematic, cross-border discussion, taking into account the effects mentioned, which are caused by the increasing digitization of the labor market. This discussion will be initiated nationally in multiplier events with around 75 participants."

GIVE – Guidance for Individual Vocations in EuropeCONTEXTBoundaryless careers (working simultaneously for multiple employers in multiple projects in a short sequence) in digitalised labor markets, the rise of the platform economy as digital matchmakers, boosts a trend towards (enforced) self-reliance and growing pressure on self-optimisation of modern employees. Persons performing these new forms of labor are coined “ENTREPLOYEES” (Pongraz 2003). Today, entrepreneurial labor is most easily to depict in forms of labor such as crowd workers and on-demand workers of the platform economy as well as solo self-employed. These new forms of labor involve opportunities such as career entry points and flexible working conditions, but also challenges of self-control and self-marketing. Reduced regulations and job security makes them risky for persons with few resources and low qualification leading to the establishment of a disadvantaged sub-group of entreployees, the “SELF-ENTREPRENEURIAL DAY LABORERS” (Voß 2003) a new group of working poor.Entreployees feature a new form of vocational identity, an “INDIVIDUAL VOCATION” (Voß 2003): a personalized model of specific competence and experience, integrated in a rationalized, though individual, way of life.The spread of new forms of labor and vocational identities are a challenge for guidance. It is not enough anymore to support clients in choosing and starting their career and in switching jobs. Guidance has to empower the new, very diverse client group of entreployees to perform their individual vocation/boundaryless careers and support risk groups among them to move on to more stable and secure forms of work.OBJECTIVEAddressing this challenge, the project GIVE aims at fostering an up to date offer of educational guidance by - raising awareness about the rise of new forms of labour, the resulting transformation of the concept of vocation and the impact of these developments on guidance,- defining a typology of new guidance target groups with special needs of orientation - providing tools and strategies for addressing this challenge at the levels of governance, offer and practice with a special focus on new disadvantaged groups and therewith- contribute to increasing the demand and take-up of adult education through effective outreach, guidance and motivation strategies.PARTICIPANTSDirect target groups are guidance practitioners and policy makers, who will be supported to adapt their policy, offer and practice to these new client groups. At least 80 will be actively involved in the project, many more reached by dissemination activities.Indirect target groups are entreployees and especially the disadvantaged sub group of entreployees, the “self-entrepreneurial day laborers”, who will benefit from tailor-made guidance offers for their special needs. A typology of entreployess will help to address the diversity of these clients. ACTIVITIESGIVE supports GUIDANCE PRACTITIONERS to better understand a fast-changing sector of the labour market and in catering new emerging guidance user groups by offering a TEXTBOOK (IO 1) and a CURRICULUM/E-TRAINING MODULE (IO 2) for upskilling. GIVE therewith contributes to an improved access to adult education and to extending the competences of educators and other personnel who support adult learners. Recommendations and awareness raising activities will support POLICY MAKERS in the field of guidance and adult learning to shape inclusive guidance and education policies, responding to current labor market transformations and the resulting needs of the new target groups. The project offer includes a POLICY PAPER (IO 3) and Multiplier Events. METHODSGIVE will use result-oriented methods of project management and output development such as Mutual Learning Seminars for transnat. collaboration, typology approaches, policy analysis, peer reviews and pre-tests for quality assurance as well as stakeholder analysis for dissemination.LONG TERM BENEFITSGIVE will - increase the competences of GUIDANCE PRACTITIONERS in catering new guidance users and their special needs for orientation - help POLICY MAKERS to address new guidance challenges deriving from the current labor market transitions at strategical and structural level - indirectly support GUIDANCE USERS to size the opportunities of an individualised, flexible labour market and to adapt their competences to the challenges of this form of labor as well as help risk groups among them to move on to more stable and secure forms of work. Therwith, the project will boost access to education opportunities for a growing group of people, lacking the support of companies in their skills development. By increasing demand and take-up of adult education through effective outreach, guidance and motivation strategies (sectoral priority of E+), GIVE will answer to the ET2020/European Agenda for Adult Learning priorities and the Council Recommendation on Upskilling Pathways.

"<< Background >>Especially among the lower underprivileged milieu – the “left behind” – there are still major barriers to education and further training (Bremer 2017). This raises questions of connectivity of educational guidance. Many drivers such as digitalisation (e-literacy, information literacy…) polarisation of the labour market (increase of working poor, new forms of precarious work…) immigration from “poor countries” etc. are pushing this development. Because unemployed people are mostly under the supervision of public employment services (PESs), there needs to be a special focus on persons from the prime working age who have a form of gainful work (hereafter labelled “working persons”). In some European countries working persons from the underprivileged milieu are still hardly or not at all in focus of educational guidance, other countries already have a lot of experience with different approaches to reach this group of guidance users.Persons from this underprivileged milieu are characterised by a certain habitus (Bourdieu 1987), which differs greatly from that of the guidance practitioners themselves. They are characterised by lower educational and skill level and lower participation in educational guidance (Bremer 2017). People in a certain social milieu are among other things similar in their preferences and attitudes to work and education (Vester et al. 2001). Many guidance/counselling approaches focus on the users. ReachOut, however, addresses guidance practices and raises the question of the ""connectivity"" of educational guidance practitioners to their clients. Guidance practitioners are challenged to respond to different people and their concerns, to be up-to-date professionally, to deal with new media (social media, online counselling, chat counselling, etc.) and to adapt to an increasingly diversified society (multiculturalism, diverse value systems) (Leonhartsberger-Ledl 2017,5). ""Connectivity"" is created by recognising the lifeworld of the other person(s) and, above all, through ""habitus sensitivity"" (Sander 2014, Bremer 2017). In line with the ET2020/European Agenda for Adult Learning priorities and the Council Recommendation on Upskilling Pathways ReachOut aims at increasing demand and take-up of adult education through effective outreach, guidance, and motivation strategies by adapting guidance offers to the target group of working persons from the underprivileged milieu. ReachOut does this by answering the question how connectable educational guidance is and how habitus sensitivity in offers of educational guidance can be supported (Sander 2014).<< Objectives >>ReachOut sets clear objectives in relation to three direct and indirect target groups:GUIDANCE PRACTITIONERSThe ReachOut project focuses on upskilling educational and vocational guidance practitioners. The first direct target group is the group of guidance practitioners and their organisations (e.g. five associated partners), who are confronted with the challenges of working with persons from the underprivileged milieu, whose habitus differs greatly from that of the guidance practitioners themselves (e.g. due to their educational background). With the ReachOut project we want to achieve knowledge transfer and reflection on measures to reach working people from the underprivileged milieu and on the design, setting and approaches of guidance used in practice. The ReachOut project will have an impact on the skills and competences of guidance practitioners in the fields of education, career, employment and will be of use for providers of further training for guidance practitioners. Guidance practitioners and their organisations will be enabled to reflect on their experiences and practices of guidance and to upgrade its offers. Stakeholders responsible for educational guidance and professional development of the guidance practitioners will benefit from tailor-made guidance offers and will be enabled to design different training programmes.GOVERINING ACTORSThe second direct target group are governing actors on regional, national, and European level. For example, stakeholders responsible for educational guidance and training and policy actors in the field of strategic programme development and funding. To meet the needs of this target group the project will present the key findings in form of a Policy Paper. The Policy Paper “Habitus Sensitive Guidance - recommendations for policy makers"" (PR3) will be published in English, Czech, Slovenian, and German and will disseminate via the projects website and via websites of projects partners. The results will be presented at four national multiplier events (ME1, ME2, ME3, ME4).The project will raise awareness about the challenge of reaching out to working persons from the underprivileged milieu. It will help to redefine objectives and strategies of educational and vocational guidance to meet the guidance needs of this target group. And it will support the implementation of identified measures to better cater this targe group with appropriate guidance offers.WORKING PEOPLE FROM THE UNDERPRIVILIEGED MILIEUThe indirect target group of the ReachOut project are working persons from the underprivileged milieu. They are from the prime working age and have a less stable form of gainful work (e.g. fragmented, precarious, low paid, marginal, partly declared). They have a certain distance to formal education and guidance and some of which have migration background. This group has severe needs to rise their participation in educational guidance and further training. By upskilling guidance practitioners, offering adequate guidance and creation of an adequate policy setting, individual guidance users will be supported in accessing appropriate education and training opportunities in adult education and to have a clear picture about their individual career path and skills needs. They will be supported to size the labour market opportunities through education and guidance. The project will help them to move on to more stable and secure forms of work.<< Implementation >>The following activities will be implemented during the project period and beyond:>Extensive desk research at national (AT, CZ, DE, SI) and European level on the topic at hand>Presentation of progress during Mutual Learning Seminars (MLS1-4) of all partners at the Transnational Partner Meetings >Interviews with stakeholders for PR1, 3-5 interviews per partner (total of 18 all in all, 30 minutes each)>Interviews with guidance practitioners for PR2, 12 interviews per country (total of 48 interviews, 30 minutes each)>Compiling the project results: PR1 Country Reports, PR2 Self-Study-Manual, PR3 Policy Paper (see next point on “project results”>Compiling and setting up a project Onepager and a Project Website (see next point on “project results”)>Presentation and discussion of results at Multiplier Events (ME1-4) in Austria, Germany, Slovenia and Czech Republic. Each event will have about 30 participants.>Presentations at numerous conferences, workshops, seminars for different target groups<< Results >>>The first Project Result (PR1) are four different COUNTRY REPORTS titled: “Habitus Sensitive Guidance for Underprivileged Milieu” on Austria, Germany, Czech Republic and Slovenia in the respective languages, plus English (15 - 20 pages each). The objective is to map the state of the art and situation related to the policy and practice of professional educational guidance offering guidance to working persons from the underprivileged milieu. The target groups are political decision makers, managers of institutions providing training and guidance and other relevant stakeholders and governing actors in the field of educational and vocational guidance. The reports will create a base from which the mutual discussion will start and crucial points in each country systems can be defined and compared within the consortium. PR1 will also enable the target groups to identify potentially good, applied practices and approaches which could be inspiring for partners or other experts in the broader environment. > The second Project Result (PR2) is a SELF-STUDY-MANUAL titled: “Experiences and Cases from working with the Underprivileged Milieu” in English, German, Slovenian and Czech (about 60 p. + Annex each). The Self-Study-Manual is to be directly used by guidance practitioners, policy makers and relevant stakeholders, who want to inform themselves and to reflect on the practises guiding working persons from the underprivileged milieu. It contributes to the professionalisation of guidance practitioners and their organisations. Also, stakeholders responsible for educational guidance and professional development of the guidance practitioners will benefit from tailor-made guidance offers for the special needs of working persons from underprivileged milieus.> The third Project Result (PR3) is a POLICY PAPER titled: ""Habitus Sensitive Guidance - recommendations for policy makers"" in English, German, Czech and Slovenian (15 - 20 p. each).PR3 is a briefing paper for governing actors, political decision makers, managers of institutions providing training and guidance and other relevant stakeholders in the field of educational and vocational guidance. It will support actors, at European, national, regional, and institutional level in adapting their educational and vocational guidance policy towards the needs of working persons from the underprivileged milieu.Other relevant outputs are:>PROJECT WEBSITE: presenting above others all project outputs for download. It is hosted on ÖSB (www.oesb-sb.at/ReachOut) to make sure that all content will be offered for cost-free download (with an open Creative Commons license: CC BY) for unrestricted time. All partners will additionally provide open access to the project results on their websites. >MULTIPLIER EVENTSThis series of Multiplier Events (ME1-4, one in each country: AT, DE, SL, CZ) aims to boost the national discourse on the impact of recent stratification of society and labour market trends on educational and vocational guidance needs and the resulting challenges for providing guidance. These events are used to disseminate the results and to increase the impact of the project by entering a dialogue with relevant persons in the fields of educational and vocational guidance, education, and labour market, such as guidance practitioners, policy makers, administration representatives and national agencies for educational and labour market programmes. Each partner organises one Multiplier Event with about 30 participants. The output will be documentation and evaluation reports on all four 4 Multiplier Events>ReachOut-ONEPAGER: a short presentation of the project for dissemination will be available in English, German, Czech and Slovenian as PDF and PowerPoint.>According to the DISSEMINATION plans of all partner organisation there will be numerous additional results like journal article, newsletter article, Social Media input, presentations targeting different groups of audience."

"In today's world, many European societies are characterized by an overall anonymousness, apathy and unreflected self-centeredness of their citizens, going along with a lack of values and sense of community, in particular the active awareness for certain human values, such as solidarity for others and attentiveness for the needs of people belonging to minorities or disadvantaged groups. Populist voices are becoming mainstream, suggesting negative connotations of ""political correctness"" and questioning a general consensus about respective democratic principles. Correspondingly, recent reports and studies, as well as daily media reports, show that verbal and physical violence, different forms of aggression - often against weak members of society - are increasing, more and more leading to escalating incidents and conflicts in everyday life, as well as on the internet (cyber violence, hate comments, mobbing etc.). For example, the UK Social Capital Report (Office of National Statistics) shows alarming indicators of fewer and fewer people stating they could rely on others (16%), while active participation, engagement with neighbours/communities is strikingly decreasing (32% of adults). The most alarming trend has been the drastic increase in hate crime, which, in 2017, increased by 29%. It is obvious that, in such respects, traditional pedagogy has not sufficiently reached learners and does not provide concrete answers and solutions, which is particularly true for supporting low-skilled young adults, who lack chances in occupation and self-determined/reflected life management in general, and often regard themselves as belonging to a marginalised group of society. The empowerment of young people, especially in terms of strengthening their readiness and ability to actively participate in communities of society, goes in line with the provisions of the Lisbon Treaty and represents an important task within the European Union. For adult education in Europe, these challenges have brought a need for more holistic and multidisciplinary approaches, especially in terms of basic skills provision, which is where our project ""Discover and Use Your Skills and Civil Courage - a new way of empowerment for young disadvantaged adults in Europe"" comes in: the project partnership, first and foremost, addresses teachers, trainers, coaches, social workers, counsellors working with young adult learners (16-25) and wants to provide concrete approaches and results for their professional use. The project is based on the need to extend the conceptual and practical understanding of ""basic skills"" by civil courage awareness, skills and competences young people will require for active democratic participation as responsible and well-rounded citizens in times of societal changes. Respective professionalisation of adult educators (active at schools, training centers, career service organisations etc) will build on new (non-school) learning concepts, environments and activities, in order to enable educators to better reach their learners. In order to strenghten active democratic participation amoung young adults in Europe and combat current negative trends, the ""Courage"" operative partnership - consisting of educational providers, social and pedagogic experts from the UK, Austria, Romania, Norway and Germany - in cooperation with their selected associated partners- will bring together their multidisciplinary expertise to: - develop output solutions (new pedagogic concepts, practical tools, adult education models) for practicioners working with the final beneficiaries/end users of this project through three innovative pedagogic outputs (Me and my Courage self study manual for trainers, Me and My Courage Case Box and Civic Courage Showcases) and - provide policy recommendations, strategic multiplication and sustainable implementation structures for relevant stakeholders on a European Level Participant involvement capacities of the partnership will be utilized to directly reach 100 staff members/trainers, 50 representatives of the final target group/learners and 300 other key stakeholders on national and European leνel during output development and validation, as well as through participation at national Multiplier Events."