<< Objectives >>SKILL-UP small partnership will use digital, entrepreneurial, sustainability skills to motivate adult learners in accessing upskilling or re-skilling possibilities. During the 15-month project, the 3 partners will work together to create a set of tools (trainers’ toolkit, short-courses, skills audits/checklists…) that educators can use to support and guide low skilled adults in gaining new skill and then re-entering the labour market.<< Implementation >>Small research to investigate EMPLOYABILITY skills and how to classify them organization of translational workshops to increase partners' educators capacity to facilitate the developing of employability skills in adult learners creation and testing of short courses aimed at increasing employability skills in adult learners validate the results with experts and target group to foster usability and exploitation in the long period<< Results >>*EDUCATORS toolkit including: list of EMPLOYABILITY skills for the XXI century labour market, with full description of sustainability, digital skills and transversal skills used in the process, for each set of skills: training modules for educators, short-course for adults, self-assessment tool, skill audit checklists*increased ability in fostering adult learners employability skills development, and increased ability to cooperate with a wider variety of stakeholders

<< Objectives >>O1: Create 3 training courses dedicated to 2 members of staff in each organisation in order to acquire and practice tools in EU Project Management (PM), Social Innovation (SI), Personal & Professional Development (PPD) who will implement 24 local activities in their countries.O2: Promote cooperation in SI and run SI activities that trigger sustainable growth and change.O3: Raising awareness of the possibilities that exist around SI, tools, and expanding the networks of the partners.<< Implementation >>A1 | A2 | A3Training Courses on the three topics SI (A1), PPD (A2), PM (A3) will follow a similar approach and structure.-5 days of training activities with 2 facilitators/ youth workers/ adult educators per country-Local training in online and offline for 60 youth and adults, coaching and mentoring sessions-Creation of online brochures and infographics with approaches to SI/ PPD/ PM-Web page on websites of partners with access to results- Social media campaigns on all three topics<< Results >>- Three transnational activities implemented & 8 staff members trained- 3 Local Activities (training) in each of the 4: 12 activities x 20h of training (240h) & 60 youth and adults participate in local activities- 3 group mentoring sessions after each LA: 36 mentoring/ coaching sessions (72h)- The consortium will apply one follow-up project- Each target group in each country will implement at least one local project/ start one social enterprise (4 minimum)- 3 brochures and 6 infographics

<< Objectives >>FINPOWER is set to strengthen women's sustainable financial literacy to empower their optimal decision making. With knowledge gained women will increase their financial management services and strengthen their self-esteem and confidence in their financial skills to equally participate in modern society. Adult trainer providers will get the training materials to train women in the field of sustainable financial literacy, in addition also microlearning units will be developed for women directly.<< Implementation >>The following main activities will be implemented:- Identification of best practice on financial education teaching and gaps in the field of financial literacy trainings - Development of women skills competence matrix and training curriculum based on the real life siutations women are facing with- Training materials for increasing sustainable financial literacy development for trainers and women- Development Reccommendations to further spread the trainings after the project end<< Results >>The following project results will be implemented: - FINPOWER Gaps Catalogue identifying gaps in the field of financial literacy trainings for women- FINPOWER Life Skills competence Pack with the skills competence matrix and training curriculum- FINPOWER Sustainable Finance Academy including all the training materials for trainers and women for increasing sustainable financial literacy- FINPOWER Policy Reccommendations to decrease the gender inequality in the field of financial literacy

<< Background >>CONTEXTThe current global pandemic, the current job market, opportunities and the multitude of events happening, the online traffic and the speed are confusing the young people and challenge them, according to the study that the lead partner is undertaking among University students. The study is ongoing since March 2021 and we met the Romanian American University of Bucharest students and AIESEC students (200 so far) in online and live focus groups and they reported a need for guidance, support from guides in order to reach the jobs that match their skill, motivation and aspirations. Here the youth workers and the NGOs meet those needs. Also, WEF Future of Jobs mentions “Skills gaps continue to be high as in demand skills across jobs change in the next five years”. “In the absence of proactive efforts, inequality is likely to be exacerbated by the dual impact of technology and the pandemic recession.” “Online learning and training is on the rise but looks different for those in employment and those who are unemployed.”NEEDS:Regarding the needs, there are no clear statistics that we have to underline the need of career guidance, the need to choose the right job, however we compiled the observation or contribution that each partner is willing to bring for their youth targets. Of course, we studied those, though the reality of the partner's grassroots work show that the quality of employment, the suitability, the discussions with the youth we work, and their trigger to do something that also fulfils them, that brings more value, that is more sustainable, climate friendly, inclusive, flexible, digitalised and gives a chance to both youth (as employees) and employers to grow, is the need. RO. According to a national study in Romania, 1 out of 2 youth need counselling. (Insight pulsez study). The two partners in Romania, in example, undertook a study at the beginning of the year, among HR representatives, youth workers, career counsellors, and did not find any relevant resources to apply with the target groups to prepare them for the future of work. Weak educational intervention in the area of hands-on, professional & vocational education. (Country Report Romania EC 2020).Lack of soft skill development and weak readiness of the workforce. (Country Report Romania EC 2020)Limited access to development opportunities in rural areas. (Country Report Romania EC 2020)Restructure of workforce in response to new technologies. (WEF Report)IT. According to a EUROSTAT study, in the last year (2020) European youth unemployment has risen from 16% to 26% Source: (Unemployment youth, a Euronews). While in Italy the situation is unfortunately even worse in fact according to the ISTAT data the percentages are close to 30% source: (istat.it) To respond to the needs of the partnership, IGO provides inclusion strategies for the project in order to engage TGs in activities for inclusion, employment, digitalisation.GR.For Professional Development, they equip through learning activities from interdisciplinary fields skills that enhance: Business skills, employability skills, teamwork and communication skills and experiences. Roes Cooperativa, a social enterprise itself, have vast experience with Audio-visual content creation, Professionalk Development and Cultural Landscaping.NL. The partner in NL provides support with their know-how in the areas of edTech and online educational tools, methods and that are effective for professional development of youth, trainers, educators. One of their goals is sharing their expertise in fields that would benefit the partnership and young people.Through this project we are creating new sets of skills and abilities for the youth workers who are working directly with NEETs and fewer opportunities youth in their communities. Through their new skills they will be able to support the inclusion of youth in employment, create support groups run by the youth for youth with the purpose of activating each other.<< Objectives >>OBJECTIVES:O1. Create a set of methods for career guidance and peer learning that will be transferred to youth workers and youth, through an electronic toolkit, video tutorials and LTTs that are responding to the needs of young people’s needs in the area of employability and learning. It will reach at least 400 youth workers and at least 300 youth.- Youth Map will summarise the needs of youth made in 60 days- The toolkit will include at least 30 tools for career guidance and 30 for peer learning, that will be developed in 80 days (R2)- Video tutorials comprising the tools will be included in the website and youtube channels of the partners and will be developed in 120 days- LTTs will be implemented in the first 18 months of the project. O2. Create an online platform that includes learning challenges and online educational escape rooms for soft skills development (cooperation communication, inclusion, motivation, participation, presentation, branding), that will be created by the partners for the use of youth and youth workers in their organisations, and in their networks. Those will be developed by the partner organisations during the project and piloted with the young people in the BMYPs. It will reach at least 1000 users- The platform will be hosting all the results created and will be developed in 180 days, from the beginning of the project- The Educational Escape Room will be created in 60 days and will be embedded in the platform- 60 Learning Challenges developed in 60 days O3. Empower youth workers to upskill and integrate the new methodologies to deploy them in the daily work with the youth TGs in their organisations, and create clear structures for implementing those in practice. - At least 100 youth workers will be directly involved in the Staff mobility, interview and MEs and will disseminate those tools to at least 5 more youth workers in their reach (300-500 in total) - Promote and offer the platform as an upskilling tool to youth workers throughout the lifetime of the projectO4. Improve the national and international cooperation among the participating NGOs working with youth for their inclusion, participation, employability, skill development, career guidance, peer to peer learning.- At least 12 members of staff involved in the activities from all partners throughout the local and international project activities- All partners are being more visible offline and online in their communities, regions, countries and at EU levelMeeting the needs of TGs:- Saving at least 5 years of exploration around studies, jobs and contexts that are irrelevant by accessing relevant career counselling, educational dev, work preparation programmes - Creating a methodology for youth workers, coaches, mentors, that can be applied and used in any community, for the support of youngsters (high school, university)- Create peer learning resources that contribute to the community of youngsters and are implemented by youth for youth- Give access to facilitators, educators, mentors, to create a profile in the platform and propose challenges- Providing access to relevant experiences and building employability skills- Building confidence and a clear career path- Preparing for the main skills of the future (World Ec Forum)<< Implementation >>ACTIVITIESC1. LTT Staff Meeting for developing the methodologies and structuring the toolkits (R2).C2. LTT Blended Mobility for Young People where the methods and the online solutions are piloted with 36 youth (50% with fewer opportunities). C3. LTT Implementing a TC for youth workers where they will access the new tools for career guidance, peers learning and online activities. Followed by online support for working with the new tools in practice.R1. E-mployed Youth Map youth workers and youth target groups based on their specific needs and preferences of achieving their learning. R2. E-mployed Toolkit on career guidance tools and peer learning toolsadapted for youth workers and youth.R3. Play for Skill platform hosting 60 learning challenges, 1 online escape room that are integrated on the websites of the partners too. (connected to O1, O2) and serves the youth in their career guidance.R4. E-mployed Tutorials for career guidance and animations for peer learning that aims to engage youth in soft skills development activities. OBJECTIVES & ACTIVITIES LINKO1. Create a set of methods for career guidance and peer learning that will be transferred to youth workers and youth, through an electronic toolkit, video tutorials and LTTs that are responding to the needs of young people’s needs in the area of employability and learning. - Linked to R1, R2 and engages the youth workers, youth in activites that are mapping the specific situation in regards to soft skill that lead the young people towards the desired employment. In order to fulfill the achievement of the desired state R2 will be deployed and created for youth workers/ facilitators to approach the TGs in their daily activities. Each partners comes with their specific expertise P1 gamification and game based learning, P2 working with peer learning strategies, P3 self-empowerment tools and outdoor education, P4 inclsuion strategies and participation, P5 creating educational materials.O2. Create an online platform that includes learning challenges and online educational escape rooms for soft skills development (cooperation communication, inclusion, motivation, participation, presentation, branding), that will be created by the partners for the use of youth and youth workers in their organisations, and in their networks. - Linked to R3, the platform reaches out to young people in order to shape their soft skills through practical challenges and one online escape room. P1 will create the structure and the structure of the challenges for the platform, P2,3,4 will come with a variety of challenges (20 each), while P5 will create the escape room. O3. Empower youth workers to upskill and integrate the new methodologies to deploy them in the daily work with the youth TGs in their organisations, and create clear structures for implementing those in practice.- Linked to C2,C3 where youth and youth workers will be testing and piloting the created results. C2 youth engage with the platform, play with the challenges, assess them, create new ones (in addition to the 60 already existent), understand the digital environment and the role to employability, develop soft skills. C3 youth workers acquire a new methodology to working with youth and guide their employability skill, inclusion and active participation. C2 is hosted by P3 and C3 hosted by P2. Both partners have experience in working with the TGs in the required activities.O4. Improve the national and international cooperation among the participating NGOs- Linked to the management activities, dissemination and visibility, cooperation. All the partners and their staff will be making new contacts, increase their value among their target groups, raise awareness at local, regional and national levels and gain atention from stakeholders to the topic - career guidance, peer learning, employability - and foster possible new developments.<< Results >>OUTCOMES AND PROJECT RESULTSOt1.C1 LTT Staff Meeting for developing the methodologies and structuring the toolkits (R2).Ot2. C2 LTT Blended Mobility for Young People where the methods and the online solutions are piloted with 36 youth (50% with fewer opportunities). Ot3. C3 LTT Implementing a TC for youth workers where they will access the new tools for career guidance, peers learning and online activities. Followed by online support for working with the new tools in practice.Ot4. Running one multiplier event in each country for promoting the project’s outcomes and the project as a whole. Ot5. Platform for learning challenges, escape room and hosting the results of the project and the online tools. Ot6. E-mployed network of organisations working with youth which integrate career guidance tools and peer learning.R1. E-mployed Youth Map youth workers and youth target groups based on their specific needs and preferences of achieving their learning. R2. E-mployed Toolkit on career guidance tools and peer learning toolsadapted for youth workers and youth.R3. Play for Skill platform hosting 60 learning challenges, 1 online escape room that are integrated on the websites of the partners too. (connected to O1, O2) and serves the youth in their career guidance.R4. E-mployed Tutorials for career guidance and animations for peer learning that aims to engage youth in soft skills development activities.(I) Participants/Participating Organisations - Direct Target GroupsThe participants who will contribute in the activities foreseen in the 24-month period of the project are youth workers/trainers/ researchers and young people aged 16 to 25. The expected impact of E-Mployed on staff/youth workers/trainers is to:- Increased awareness of career guidance, soft skills, peer learning, inclusion importance for developing soft skills that lead to achieving a suitable job;- Increased knowledge, skills and competences of youth workers, facilitators and youth participating in the project activities on career guidance;- Improved digital abilities and skill to work in online environment;- Project managers in each organisation will improve their ability to automatise their own work; - Increased competence of youth workers and trainers to deliver more comprehensive career guidance session and training programs;- Increased competence of youth workers and trainers to set peer learning contexts;- Organisations working with youth equipped with a new concept to be incorporated in their current training programs or offered as a stand-alone training course;- Improving the cooperation in international teams and environments;- Enhancement of non-formal education courses;More concretely the partners:a) gain a new methodology that can be used with their TGsb) share a new methodology with organisations in their community, region, national and international levelc) bring a change in the youth communitiesd) offer youth a helpful tool R3,4e) contribute and share their know-how, their unique valuesf) contribute to the common goals of the partnership, policy makers and EUThe expected impact on youth:- Gain knowledge in soft skills that they hadn’t had the chance to learn about in detail;- Acquire competences/ soft skills that are useful in their potential workplace;- Encouragement of young people to pursue career guidance and support each other;- Realise the importance of soft skills and peer learning;- Empower youth to take initiative in learning and sharing learning with peers;- Become more confident on their path, interests, and abilities- Have their voices and opinions heard by participating in the definition and validation of R3- Get hands-on experience on how the European Union fosters the acquisition of essential competences among young people through Erasmus+ Strategic Partnerships’ projects.

"<< Background >>In recent years, the importance of adequate emotional management has become established in educational language, in an application of Emotional Intelligence to the field of education. In fact, the term ""Emotional Education"" has been successfully coined. This is a new and key concept in teaching focused on students as a complement for intellectual contents, both as an independent or transversal subject.In fact, emotions have a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. There is a vast literature about emotions and teaching, what about adult training? Nowadays, teachers are trained in emotional skills and EI is included in most curricula, but the topic is out of discussion in adult training. Trainers and facilitators need to be trained as well as a basic element of the chain. So, Emotional Intelligence is currently a hot topic in adult training, particularly taking into account the specific issues of andragogy (adult education) and the particular needs and demands of adult learners, very different from those of children. This is why this project is necessary, because much has been written about EI and pedadogy, but few about its implications in the never ending process of lifelong learning.Summing up, and as an indispensable complement to technical and professional competences, there are what the researchers called ""personal competences"", which reflect empathy, flexibility, tolerance, self-esteem and emotional stability.Taking these factors into account, our target group will be dual. - On the one hand, the final beneficiaries will be the participants in any adult training process (whether in-company or in another training institution or organisation). They will learn to identify and manage their emotions during the training process, as it has been scientifically proven (McLean, The Theory of the Triune Brain) that emotional management is closely linked to the success of the cognitive processes of learning and internalisation of concepts.- As a primary step, SESKAT will focus on adult trainers, developing an emotional balance that reinforces their personal competences and improves their ability to transmit concepts from an interpersonal perspective.SESKAT's vision is to have a positive impact on the perception and awareness of social and emotional skills in the adult training process, improving the trainers' capacities and the quality of the training, as well as their impact on the final beneficiaries. Summing up, understanding Emotional Intelligence will enhance personal success as a facilitator, because the professional will be endowed with such important skills in the actual labor market. Knowing your emotional barometer will reveal much to you about your style of facilitation and how you deal with your clients, how well you tolerate stress, handle change, express your emotions, and interact with others are all influenced by EI. As you develop your own Emotional Intelligence skill set, you will be able to help your clients increase their chances to become better employees. This is the aim of SESKAT project, an analysis and training system in Emotional Intelligence for a new generation of facilitators.<< Objectives >>MAIN OBJECTIVE:Improvement of education by giving the facilitators a set of extra skills and weapons for their performance thanks to the contact with Emotional Intelligence. In a second step, students and clients will benefit from those skills, generating better professionals and better citizens for the European society.SPECIFIC OBJECTIVES:- Raise awareness of the importance of emotional intelligence in adult education.- Highlight the particular implications of andragogy.- Identify the most important emotions involved in the formative process and how those emotions affect the daily performance of trainers.- Detect risks and opportunities of those emotions in the training process.- Make trainees participants of a better management of their own emotions.- Promote benefits of Emotional Education for adult educators.- Improve the level of adult training.- Promote exchange between adult educators and trainers, both at the regional level but also between countries.By creating training tools for improving skills and key competences of trainers and trainees, the consortium expects to achieve the overall objective of the project: highlight the importance of Emotional Intelligence and social skills (creativity, empathy, cognitive flexibility, teamwork...) in the new economic environment and globalised world.<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for 3 PRs lies with the Results leader. Detailed description of work plan, division of task and responsibilities of partners is included in section: Project Results.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration.There are 3 main work packages under the item Management and Implementation including following fields of activity:1) MANAGEMENT AND ADMINISTRATION:A. DOCUMENTATION: all templates and needed documents: project documentation, contracts, timesheets, reporting, etc.B. COMMUNICATION AND MEETINGS: transnational meetings, internal staff meetings dealing with the project itself and the intermediate inline meetings, internal staff meetings organised by partners at country level. Communication is described in detail below.C. PROGRESS REPORTING: reporting the work done and following steps achieved, milestones, reporting PRs, activities and events: progress of results, international meetings, multiplier events and other activities by partners.D. BUDGET CONTROL AND FINANCIAL REPORTING: tasks and responsibilities as well as procedure of reporting are described in section: budget control and time managementE. TIME MANAGEMENT - described in section: budget control and time managementF. HANDLING RISKS – described in detail below.The responsibility for work package 1 lies with Project Coordinator (EBB).2) QUALITY ASSURANCE AND EVALUATION:A. preparation of Quality Assurance PlanB. setting qualitative and quantitative indicatorsC. quality checks and quality assessment of the PRs – realised under PRs, included in PR as integrated part of products development processD. evaluation of the project – all quality and evaluation indicators related to fields different than PRs – quality of management, communication, evaluation of meetings and promotion activities etc.E/ final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.Tasks under this item are presented in details in appropriate sections of this application form.The responsibility for work package 2 lies with Quality Assurance Leader (SIDES) who cooperates with Quality Assurance Group (QAG) on a regular basis.3) PROMOTION A. Promotion plan with measures and indicatorsB. Graphic standardsC. Visualization of the project: logo, colours, templates of documentsD. Project websiteE. coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)F. newslettersThe responsibility for work package 3 lies with Promotion Leader (Eurospeak) which cooperates with Dissemination Group (DG) on a regular basis.<< Results >>TANGIBLE RESULTS- In P1 (A MAP OF TRAINING EMOTIONS). The project consortium will identify what are the 12 emotions that play a role in adult training and will develop a self assessment tool for adult trainers in these emotions.- In P2 (THE EMOTIONAL EDUCATOR), taking into account the results of IO1, the project consortium will develop a corpus of 36 training modules (3 for each emotion) in order to support the management of adult trainers’ emotions in their training performance. - In P3 (THE EMOTIONS OF LEARNING) the work will be focused on the facilitator as an intermediate step and link in the transmission of contents and emotions to the learners. So, the project consortium will develop 36 learning tools and resources to be worked in the classroom and also useful in online training. - In the Multiplier Events (E1-E6) the project consortium will celebrate workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime. - In the learning activity (C1) the result will be a train-the-trainers for 12 staff members in order to develop in practice and with real targets the tools and competences mainly described and developed in O2 and 3.OUTCOMES RELATED TO MANAGEMENTManaging guidelines;Reporting procedure and administrative guidelines;4 Transnational meetings + meeting minutes. 4 Intermediate online meetingsOUTCOMES RELATED TO EVALUATIONEvaluation plan and tools: meetings evaluation questionnaire, project progress questionnaire, Intellectual Outputs evaluation tools and multiplier events evaluation questionnaire.Evaluation Reports: mid-term and final evaluation report, Intellectual Outputs reports;Project Risks Analysis (PRA).OUTCOMES RELATED TO PROMOTIONProject graphic design;Project website;Project mailing list;Newsletters;Informative brochure.INTANGIBLE DIRECT RESULTS:Developed knowledge and skills of adult trainers and trainees taking part in testing project outputs on how to manage their emotions.Increased awareness of the need to manage the adult trainers emotions in their formative process.Introduction of good examples) in organisations taking part in the project;ADDITIONAL OUTCOMES FOR PARTNERS:Raised capacity of partners and associated partners through expanded offer of their organizations with free of charge solutions available for customers and recipients;Developed experience and potential of partners on a basis of international cooperation of diverse partners, experience exchange, mutual learning;Closer cooperation between partners;Reinforced image of partners as those which undertake innovative initiatives and promote innovative approach;Results of dissemination are presented in detail in section: dissemination."