Studies on implementation of newly acquired skills show that without support mechanisms, learning itself does not result in knowledge & new skills being used in the workplace. A research conducted by Project Partners confirms employers and HR departments’ desire for a tool that would support implementation of training effects into the workplace. Respondents of the research agreed that such a tool, available online, would help to grow their organizations. Introduction of innovative ICT tools in continuing vocational education and training is strongly supported by European Authorities’ recommendations.The aim of ELSS project was to increase effectiveness of implementation of newly developed skills, gained during trainings, by providing an online service supporting the transfer of learning into the workplace that can be used for any classroom training, e-learning module or other forms of learning. Such a tool is of interest to Partner’s organisations (their trainers, trainees) and their target groups: employees in private & public sector, SME owners, HR departments, employers, employers’ associations but also for institutional stakeholders e.g. VET education institutions officials.2 outputs were created to reach Project aim.First, the Extended Learning Support System (ELSS),an online service supporting learning implementation. It allows to create pre- and post- learning tasksfor trainees to motivate them to learn, to secure knowledge retention and implementation of learning in practice. Through its functionalities it encourages social learning and enforces involvement of trainees’ supervisors as coaches and mentors.since as research shows they are crucial for on the job implementation of knowledge and skills inside organizations.To create the System, Partners analysed expectations of possible userspertaining to its functionalities, designed and tested the system at all development stages, applying changes when necessary. The final System version is available online free of charge in 4 language versions: English, Greek, Italian and Polish.To evaluate ELSS impact on learning implementation and provide necessary improvements, Partners needed a reference point hence communication skills e-learning course was developed - a standalone solution as well, together with pre- and post-learning tasks in ELSS for this e-learning, both in 4 languages. Together theyform the second output, ELSS with e-learning, which is now ready to be used by trainersand organizationswho want to be sure that the training on communication skills for their trainees/employees produces real, positive changes in their work.Results of ELSS evaluation confirmed that the system encourages trainees to implement learning into the workplace and increases knowledge retention and skills implementation, which was the desired, qualitative impact of the Project. As for quantitative measurement of ELSS impact, it was counted that as a result of the actions leading to the development of outputs as well as dissemination activities more than 12 000 organisations are likely to implement the ELSS methodology.Project results were disseminated to target groups both within Partner’s organisations & outside. Stakeholders expressed their interest in using ELSS, also because they saw this as opportunity to spread learning culture throughout their organisations partly due to involvement of trainees’ supervisors in the process. Producing and disseminating 2 high quality outputs was possible by forming a Strategic Partnership of 5 experienced partners from 3 European countries:PAIZ Konsulting (PAIZ, PL), Project Leader, has significant experience in coordinating EU-funded training projects, has been a partner in Lifelong Learning & Erasmus+ projects developing vocational competences, including development with the use of ICT tools.Effebi Association (Effebi, IT) is working in the field of development of HR & organizational models in banking & financial sector, has a consolidated experience in the management of EU projects in the field of quality assurance for VET systems & in projects aimed at using ICT tools for learning purposes.Hellenic Society for the Promotion of Research & Development Methodologies (PROMEA, GR) is an entity with experience in the development of new technologies for pedagogical purposes & in EU co-funded research & cooperation. The Italian Confederation of small and medium private industry (CONFAPI, IT) is one of the main actors in the Italian economic & political environment, implementing initiatives & programs aiming at promoting economic & social development in the country in collaboration with National & European Institutions.The Italian Association for People Management (AIDP, IT) is an association of managers & professionals active in the field of HR; experienced in activities on national & territorial level (conferences, research, surveys, workshops, publications).

Mastering the host country’s language and equality are key steps of the integration process for all migrants. Yet migrants parents especially mothers who often take on family may have difficulties with this process. At the same time, immigrant fathers tend to get involved more in a career. This creates inequality both on individual and societal levels and further difficulties with integration and active citizenship. Research confirms that among immigrants most often, it is the women who stay home with the children while the man goes to study or work in the new country. This issue is not addressed properly in EU, since the current programs for language training and social orientation in partner countries are limited and not tailored to this issue. So there is a need for adapted social orientation programs which would include issues of parenting and health, and gender equality to promote empowerment.OBJECTIVESThe aim of the project is empowerment and social inclusion of refugee and migrant parents and promoting equality by creating a training program in health and parenting for refugees and immigrants. The objectives of the project are:a. develop methodology to include health and parenting aspects to continuous life-long learning of immigrants with stakeholders involvementb. elaborate training material in language and social orientation for immigrantsc. testing and mingling activities with localsd. online version of training material DESCRIPTION OF ACTIVITIESIO1 development of methodology IO2 elaboration of training materials will be done together by researchers from partner organisations and reference groups experts (2-5 from each partner country).IO3 testing of the materials will include workshops with 20-25 immigrants in each partner country, with evaluation of the materials by both immigrants and trainers, each training will be finished by 2-3 sessions of mingling activities with locals (3-5 locals from each partner country, preferably families or couples), which increases inclusion, gives practical examples and shows how gender equality can work practically in local family (where both father and mother share equal responsibilities).IO4 online interacting learning platform will be elaborated after the finalization based on feedback from testing. The online platform will be set up including all the materials available for free use. It will include elements of language learning and social orientation, so it could be easily transferred potentially to SFI or other classes.Dissemination: website and learning platform set up, leaflets, 5 newsletters, 5 articles production, connecting to stakeholders, face-to-face meetings, discussions, 5 local workshops with 20 people and 1 final conference with 50 participants.PM activities: 5 TPM, PM and QA production, agreements, timeline, coordinationMETHODOLOGY for the project implementation will imply coordination of the overall project by lead partner, leading each IO separately by specific partners. Overall monitoring of the project by project coordinator.PARTICIPANTSPartners: 2-3 people per partner involved (experts in area of inclusion, integration of immigrants, adult education, experiences in Erasmus projects)Activities: 20-25 immigrants in each partner country + 2-5 locals for mingling from each partner country + 2-5 experts for reference groups from each partner country Events: 50 people + 100 people for multiplier events (integration experts, immigrants, stakeholders)Stakeholders will be reached through dissemination activities and eventsTotally we expect to reach over 10000 peopleRESULTS1. Methodology of continuous learning in parenting and health for immigrants with the involvement of stakeholders2. Training materials in parenting and health for immigrants3. 100-120 immigrant parents and 10 language teachers, educators trained in health, parenting 4. life-long learning platform for immigrants families on parenting, health and integration, reached to 1000 migrants5. 10-20 organisations&services per country involved to the process of life-long learning and inclusion of immigrants6. adapted training programs for immigrants in language and social orientationIMPACT- increased inclusion of immigrant parents- promoting gender equality- better integration- tools for life-long learning and integration of immigrants adapted to their needs (study health and parenting)- more possibilities for immigrant parents to learn about health, parenting and language- positive effect for children of immigrants, who will grow in family which is more integrated and gender equal Long term impact is contribution to equality among immigrants, support refugee/migrant parents in their social inclusion. This will overally make huge step towards achieving gender equality and empowerment among immigrant parents. In long perspective, it will increase employment, integration and thus bring economical and social benefits to the hosting society and EU at larger s

BACKGROUND & CHALLENGEDespite EU and national policy efforts & initiatives, disadvantaged groups continue performing worse, participating less & benefiting less from adult education opportunities than other learners. The lack of systematic evaluation & impact monitoring aiming at disadvantaged adult learners results in insufficient data, preventing adult learning providers from taking informed decisions and designing practices to improve effectiveness on disadvantaged groups. Adult learning providers need methodologies, tools and guidance to engage in a self-review process and adopt a systematic monitoring system to generate sufficient evidence to understand and evaluate their effectiveness on disadvantaged learners.OBJECTIVES1. Identify the most important factors that affect effectiveness of adult learning providers on EU disadvantaged adult learners.2. Develop & provide adult learning providers with a validated framework and a self-assessment methodology on effectiveness towards disadvantaged, to engage them in a self-review process and improve the existing monitoring techniques.3. Produce open resources and recommendations for practices and policies to enable adult learning providers to improve effectiveness of adult education provision for disadvantaged.THE IMPADA PARTNERSHIPThe partnership comprises 5 organisations from 5 EU countries from the worlds of adult learning provision, educational research & policy development. Derbyshire Adult Community Education Service (DACES) is a large UK provider experienced in applying evaluation methods on education effectiveness. The Polish Educational Research Institute (IBE) leads the research on the evaluation of education systems. People’s University of Rome (Upter) delivers courses adjusted to the needs of disadvantaged adult learners. The Estonian Non-formal Adult Education Association (ENAEA) represents the Estonian adult learning providers at national and EU level. PROMEA is an expert in the design & implementation of research methodologies for education.ACTIVITIES & METHODOLOGY1. Desk research and focus groups to identify the factors influencing adult education effectiveness on disadvantaged.2. Development of a common framework, implementation guide and self-assessment methodology for evaluating the effectiveness of adult learning providers on disadvantaged learners.3. Exchange of successful practices to produce recommendations for improvements on the effectiveness of adult education provision for disadvantaged.4. Training of the partnership’s adult learning providers on the use of the IMPADA framework and tools and on the design of improvement measures.5. Self-assessment of providers to pilot test the IMPADA framework and tools and to produce improvement plans.6. Creation of a network of IMPADA adopters to facilitate the sustainability of results.7. Promotion of IMPADA outputs through multiplier events.RESULTS & IMPACT1. Criteria for measuring adult education effectiveness on disadvantaged groups to provide trainers and managing staff of adult leaning providers with greater understanding on disadvantaged learners’ needs and help them design & deliver more attractive & efficient education programmes (6500 managers and trainers to be reached).2. A framework and tools for the evaluation of the effectiveness of adult learning providers towards disadvantaged to a) engage adult learning providers in a self-review process to evaluate the effectiveness of their provision on disadvantaged, and b) help National bodies enhance existing (where applicable) evaluation frameworks (500 providers, 60 key individuals in national authorities and educational research institutes to be reached).3. Recommendations for adult learning providers to help them improve their effectiveness, adapting education provision to the needs of specific disadvantaged groups.4. A network of IMPADA adopters and repository of assessment results to allow the exchange of practices regarding disadvantaged learners and promote the adoption of IMPADA outputs (60 adopters during project life).5. A European conference and four national infodays to reach and involve target groups (275 participants).LONG-TERM BENEFITS1. Uptake and adaptation of IMPADA framework and tools by adult learning providers in EU, adjusting questions to evaluate effectiveness on specific disadvantaged subgroups.2. Uptake of IMPADA framework from national bodies involved in monitoring, quality assurance and evaluation of adult education systems in Europe, with the aim to improve current monitoring techniques.3. Participation of a growing number of disadvantaged adult learners in lifelong learning programmes, which will have been improved based on IMPADA outputs, resulting in more active participation of disadvantaged in society.

BACKGROUND & CHALLENGESThe trend within the European manufacturing sector towards Advanced Manufacturing systems has highlighted the skill gap between workers’ numerical skills and workplace requirements in modern facilities. Workers nowadays are expected to both understand and perform math calculations, and to have a basic understanding of concepts and processes of algebra and trigonometry. This is evident with the proliferation of Computer Numerically Controlled (CNC) machines and processes. Nevertheless, a substantial proportion of candidate and existing workers (approximately 20%) have inadequate numerical skills, failing to meet workplace demands.AIMS & OBJECTIVESThe NAMA project aimed to: a) enhance the numerical skills of candidate and existing workers, and b) increase the relevance of initial and continuous VET with the Advanced Manufacturing sector. Four specific objectives have been set:1. To support existing and future training courses and apprenticeships with the development of guidelines.2. To foster the provision of numerical skills to workers, by developing and making available industry-validated open access educational resources and innovative ICT tools.3. To develop, test, and promote innovative mobile apps for improving numerical skills and support personalised non-formal and informal learning.4. To contribute to the implementation of EU policies on mobility and transparency in qualifications.THE NAMA PARTNERSHIPThe NAMA partnership comprised 5 organisations from both the world of VET and Advanced Manufacturing. The University of Rzeszow (UR) is an expert in mathematics teaching and didactic research. The University of Sheffield - Advanced Manufacturing Research Centre (USFD-AMRC) leads the research in Advanced Manufacturing processes and job training. The European Association of the Machine Tool Industries (CECIMO) represents sector needs at EU-wide level. PROMEA is an expert in R&D and delivery of innovative ICT-based methodologies for formal & informal learning. The Lifelong Learning Centre of New Technologies in Lodz (CKUNT) has significant experience on post-secondary VET courses and practices, specialising in developing training curricula.ACTIVITIES & METHODOLOGYNAMA was engaged in the following activities and methodological approaches:1. Production of VET guidelines with specifications on how to address numerical skills needs in Advanced Manufacturing, through field and desk research, involving members of target groups (learners, VET providers, sectoral stakeholders, & policy-makers).2. Development of learning and (self-)assessment materials for the improvement of numerical skills, fostering both formal and informal learning. The partnership employed an adult learning pedagogy, focusing on the contextualisation of materials with workplace tasks and requirements, under EQF/ECVET standards.3. Involvement of policy-makers for the certification & accreditation of numerical skills, through the endorsement of NAMA results by sectoral stakeholders. 4. Sharing and validation of outputs with multiplier events, inviting target groups to uptake NAMA results and act as further disseminators.RESULTS & IMPACTThe NAMA project has had the following results and corresponding impact: 1. A VET guidelines report and Handbook for trainers to increase the relevance of VET offerings with the labour market, supporting the offerings of VET providers.2. Four sets of learning units, a Massive Open Online Course, and 2 mobile apps to empower initial and continuous VET learners with numerical skills required in the workplace, and motivate low-skilled adults/early school leavers to seek participation in VET.3. An exhibition event in the largest sectoral event in Europe - EMO 2015 and focused meetings promoting the NAMA results (Info Days and Training Pilots).4. A Memorandum of Understanding endorsed by 27 sectoral stakeholders, and a sectoral position paper which was read by 17 policy-makers, supporting their sector-related VET policies.POST-PROJECT SUSTAINABILITY1.Development of new training courses based on NAMA materials from VET providers across the EU.2.Participation of a growing number of initial and continuous VET learners in courses based on NAMA outputs.3.Expansion of the strategic partnership towards a network of collaborating VET and Advanced Manufacturing stakeholders, including enterprises, in-house training centers, and large VET providers with manufacturing infrastructures, to reinforce the ties between education and the labour market.4.Further maturing and development of certification and accreditation policies influenced by NAMA recommendations.

<< Background >>Changing care practices within families, demographic changes, and the increase of the elderly population in need of care, together with shifting attitudes in favor of home-based (as opposed to institutional) care before and mainly after the COVID-19 epidemic, have rendered domestic care services increasingly important in EU countries. Despite the long-held association of paid domestic work with the unpaid work performed by women in their own homes, domestic work is an increasingly diverse sector encompassing a diverse set of tasks. However, during the pandemic, the set of duties expected from domestic workers, particularly women, became even broader, with 49.3% of them reporting negative changes in their professional lives (Oxfam, 2020). More specifically, significant numbers of domestic carers have been asked to use technological software and applications to monitor their clients’ health needs, provide clients with extensive medical care, physical and psychological therapy and even nursing. Yet, the breadth and level of skills and competences with which domestic care workers are equipped present significant variations. In fact, a substantial share of care workers, namely those low-skilled, unemployed, and/or belonging to disadvantaged communities (e.g., refugees, migrants, people living on benefit) have either a limited empirical or no prior knowledge before embarking on in-home care positions. They are among the most vulnerable groups of workers and at heightened risk of contagion, social precarity, and exploitation.<< Objectives >>The project aims to: a) equip domestic care workers (employed or seeking employment) with a mix of social care, transversal, and attitudinal skills to ensure resilient employment pathways, and b) contribute towards advancing the regulatory environment and working conditions pertaining to domestic care (at the institutional level). More specifically, the project will:1. Develop an evidence-based course curriculum on critical skills and practices required for up-to-date care provision.2. Develop flexible training delivery methods (e-book, MOOC) and innovative open-access resources (training game) to support individuals in acquiring, evaluating, and testing new skills and competences in formal, non-formal, and informal contexts.3. Compile best practices and develop recommendations to address policy gaps and structural vulnerabilities concerning the training and professional development of domestic care workers.<< Implementation >>- Extended skills intelligence gathering activities to define occupational requirements for domestic care workers - Design of the structure of an educational curriculum along with OERs to equip carers with critical skills and up-to-date care provision -Development, testing and delivery of a MOOC and a training game, enhancing flexible learning options for domestic care workers- Involvement of key stakeholders for the recognition and validation of the DoCUp learning outcomes - Sharing of outputs with multiplier events and dissemination activities, inviting target groups to uptake the DoCUp results and to act as further multipliers<< Results >>- A set of evidence-based learning outcomes on emerging skill needs in care provision for adults - A Curriculum structure (syllabus), a pool of pedagogical resources (OERs), a trainer’s handbook, and an e-book for learners - Online course with interactive content for flexible, self-paced training- Web-based training game addressing common challenges faced by domestic carers in the sector- A best practice guide and a policy paper covering legal, regulatory, and social protection aspects of domestic care work and a Statement of Support for the validation and endorsement of the DoCUp resources- Five (5) national information days (one in each partnership country) to promote project results and stimulate an open discussion on the present and future of domestic care work, challenges, training needs, and new opportunities.