The Green Logistics Manager Project has deal with the implementation of innovative VET system for workplace basic skills with ecological sustainability awareness in logistics in line with the current shift of the EU labour market towards smart and green jobs. The program developed improves the quality of training of professionals in Green Logistical Management through flexible, transferable innovative learning outcomes and the design of learning pathways for shifting to competence-based training. So, in short, the rationale behind this project is to train logistic managers on “green” issues along the supply chain.A logistic manager is the person responsible for analyzing and coordinating the storage, distribution and transportation of goods from the manufacturing facilities, to the warehouses, and then to final destinations. The Project has transformed this profile into Areas of expertise-Modules-Units- Learning Outcomes-Knowledge to acquire-skillscompetences up to the definition and Development of the interactive mobile learning itself and tools. The supplement of competences in logistic field also supplies the mobility of the workers in Europe more easily.Furthermore, the Project has tackled with the increased complexity of modern education, training and learning systems contributing to the promotion of environmental training programs to become a sustainable part of greening business and employability. With reference to the European priority “Encouragement of cooperation between VET and the world of work,” this project provides an excellent example of how improvements regarding environmental issues that come up in day-to-day business or at the academic level. The main objective of the present project is the identification of framework conditions regarding Green Logistics (in particular meaning of terms, scope of activities & required training) in partner countries & to combine existing best practices to develop a standard practices to be used for a methodology for training and certification. The results of training will give the Green Logistics Manager an overview of his role in the logistics industry, be able to identify Green issues to be tackled & be aware when/where to update own knowledge base.The partnership has been composed of 6 organisations from 5 different European countries : PONS SEGURIDAD VIAL (Spain), CNA di Pesaro e Urbino (Italy), Training 2000 (Italy), Balkanska Agenciya za Ustoychivo Razvitie (Bulgaria), bit management Beratungs GesmbH (Austria) and TTS WORK EFFICIENCY INSTITUTE (Finland). The partners organisations are expert in VET training and in the green or logistics sectors. The partnership involves stakeholders and interested organisations to support the sustainability of the project beyond the project life cycle.The partners have developed the corresponding activities to achieve the following results:1) O1 LogInGreen best practices: description of best practices in Green Logistics in order to provide a benchmark for the following output. 2) O2 LogInGreen Competence Map: description of the Green Logistic Manager professional profile in terms of units of learning outcomes.3) 3) O3 LogInGreen Training: training modules for Green Logistic Manager4) O4 LogInGreen Training Methodology and Transferability Guide: a standalone document for trainers, VET organisation and stakeholders to support the correct implementation and evaluation of the training path 5) O5 LogInGreen cross media platform: an online training platform with interactive training material for Green Logistic Manager.The Project partners have identified the mid-longer-term benefits of the results through the high interest of the audience of the Project involved being very interested in implementing project training in their Logistics training as well as for the foreseen activities beyond the end of the project: activation of the cross media platform, inclusion of the training modules into trainers plans in companies, for trainers, stakeholders, training organisations and associations that have been involved during the lifetime of the project and have shown great interest. Even partners dedicated to training will include this modules as part of the training to Logistic managers.

"While in other educational settings the intercollegial exchange is often institutionalized, in schools a strong lone warrior mentality is prevailing. The exchange within or across schools is not build on institutionalized forms of mutual support, but a selective exchange dependent on mutual sympathy. The potential of guided and structured cooperation is not exploited in this way, which also leaves many teachers feeling left alone. Much of the work is done in multiple ways, which would be eliminated by better networking and mutual support, leaving more time for pedagogical work with the pupils.Our project vision is to create vibrant local, regional and European learning communities, fuelled by Regional Learning Facilitators. We need new organisational concepts and ownership of issues and concerns from the crowd. Our approach lies in analogue and digital networking and support structures that take into account the value of informal networks. The key message of the project is: ""When we share, we win"". By learning communities, we mean forms of exchange and cooperation organised by ourselves or supported by the community, which ideally are supported by the involvement of education authorities. The Learning Communities deal with solutions to upcoming problems in everyday education, with challenges of the education system at different system levels, with the creation, exchange and further development of teaching materials, etc. The Learning Communities are also involved in the development of new teaching materials and in the development of new teaching methods.As concrete project goals we see- the training of 24 Regional Learning Community Facilitators- at least 12 Regional Learning Communities in 4 European countries- the creation of a European cross-border learning community with at least 48 active members- The development of a Learning Community Facilitator Curriculum, which will later become a standard KA1 workshop offer.- the development of an AI-supported passive networking platform for teachers and school stakeholders to test a further development option for eTwinning that currently relies only on active search functionsOur target group are teachers and their reference system. Our aim is to indirectly support the work of the teachers and to facilitate their planning, implementation and follow-up of their lessons by focusing on the principles of cooperation and exchange. Through active networking, but also by pointing out connection possibilities, teachers should no longer have the feeling of being alone in the corridor, but embedded in a professional system that also brings them more self-confidence and self-efficacy.In IO 1 we are developing the basis for the development of the curriculum of the Learning Community Facilitators with the study and policy paper ""FUTURE VISION ON EUROPEAN COOPERATION IN EDUCATION"". In the first part of the study we shed light on the status quo of the principle of cooperation in school settings in the European context. In this respect, we will collect best practice case studies from the networks of the participating partners and derive corresponding success factors. The second part will outline a vision of how the European educational area can benefit from the principle of cooperation and networking. Different cooperative organizational theories for informal structures from the organizational sciences will be used as a basis. After the study a CURRICULUM FOR LEARNING COMMUNITY FACILITATORS will be developed as IO 2. Learning Community Facilitators can be teachers, regional educational actors from the school environment, but also parents. The curriculum enables the facilitators in their role as initiators and initiators for the networking and development of the Learning Communities.On the one hand for the curriculum, but also for the Learning Community Facilitators (LCFs) themselves and for their networking and multiplier work, blended learning suitable learning materials are developed as IO 3. These learning materials are methodically and didactically prepared in such a way that multipliers can take up the learning package (theory part, self-examination and self-reflection questions, PowerPoint slides) at any time and carry it out independently.The digital world has changed the way people interact with each other. As IO 4, a platform is being developed that uses the principle of passive networking in a school context. The idea is based on a cooperation profile in which different aspects of being a teacher are collected and teachers propose concrete suggestions for cooperation."

As a result of the steady economic development Europe is facing a huge number of low-skilled adults that need to be integrated into the labour market. But for a successful integration of low-skilled adults into their social environment good education is essential. DECOS combines labour market integration with social integration via environmental awareness and green skills. The environmental standards and awareness in Europe’s workplaces and societies is very high. E.g. waste separation and management is an important issue to many European people, neighbourhoods, communities and cities. Often these topics are rarely developed at low-skilled adults, either in their social environment or at the workplace. DECOS addresses these education gaps and will contribute to a more successful integration of low-skilled adults in their social environment AND the labour market.The main objectives of this project are:- developing a new and innovative curriculum (based on ECVET and EQF standards) for fostering social AND labour market integration of low-skilled adults through green skills- train DECOS trainers (min 10) in a TtT seminar- develop teaching materials for trainers - develop an DECOS guide-book for trainees (about 40 pages)- develop a three-module training course (waste management, energy management and cleaner production)- develop three easy to use e-learning modules (blended learning)- develop e-testing system- train low-skilled adults (min 100) in pilot trainings and evaluate the training and teaching materials- disseminate project results in partner countries and beyond - set up a cross-media platform as a transfer centre to ensure the sustainability of the projectWhile the waste and energy management modules of the DECOS training could be applied in any social and professional environment, the third module: cleaner production/sustainability will exclusively focus on the applicability of green skills on the workplace and thereby enhance the employability of successful DECOS trainees.Although there are VET trainings for achieving green skills and there are also initiatives and trainings for improving environmental awareness, the specific target group of low-skilled adults has not been targeted so far. They often lack green skills and environmental awareness, therefore it is important focusing on this lack for and increase environmental competences and awareness towards a more sustainable lifestyle. Because of the individual knowledge-gaps, a training designed towards the specific needs of this highly relevant and growing target group is needed. The participants of the DECOS training need to be willing to improve their competences and skills to be more employable on the market and active in the society on green issues and environmental awareness. To ensure the quality of the DECOS training and its outcomes, every participant of the training needs to fulfil some formal criteria: minimum age of 18 years and a certain language level. These minimum criteria ensure that the participants will understand the content of the training properly and that they can apply for jobs during or after the training.

<< Background >>We applied for an Erasmus+ funding with SEN4CE because we see and want to address the following needs with a high quality adult education digital training program:Circular Economy and sustainability – to mediate and ideally reverse climate change – will be THE upcoming topics and challenges for “the economy” – globally and in Europe. The UN’s Sustainable Development Goals (SDGs), policies like the EU Circular Economy Action Plan and related national policies to reduce greenhouse gas emissions and achieve “climate neutrality” will need innovation by the economy and also by consumers.The demographic development of Europe and other „developed“ countries clearly shows that the percentage of elderly people/seniors in society will increase a lot during the coming years, also in the partner countries (see e.g. EUROSTAT https://ec.europa.eu/eurostat/news/themes-in-the-spotlight/demographic-change-eu). Therefore, it is vital to reach out to our seniors and give them knowledge, awareness and curiosity for CE and sustainability. The UNDP report “Ageing, older persons and the 2030 agenda for sustainable development” (published in 2017) concludes in its recommendations, that it is vital to build an “intersection of ageing with other critical issues including […] environment”.Elderly people still contribute to the economy as “pure consumers” (who are not part of the workforce anymore) and could (and will have to) increase demand for circular products and services for a successful circular transition. However, aspects of circular economy need to be re-thought for the target group of elderly people: shopping without plastics and packaging might be feasible for young people, but elderly people might not be able to carry heavy loads of water bottles or reusable e.g. glass packaging. Nevertheless, elderly people will be the largest consumer group in the future (given demographic development). Therefore, current trends in circular economy (product-as-a-service and other digital tools, also from ambient assisted living concepts) will be evaluated and made accessible by teaching basic digital skills. All too often, life-long learning stops at the end of people’s work-life. SEN4CE will address seniors (60+) with a digital training program to foster life-long learning (core topics circular economy and digital tools) that empowers them to actively engage in the “green transition” and connect them with the young generation, for whom sustainability and circular economy are absolutely vital (in the truest sense of the word). While a lot of projects aim for training young people so they in turn can teach the elderly, SEN4CE “closes the loop” and educates and motivates elderly people and seniors to teach the young on circular economy and sustainability. To also include and involve seniors in retirement/care contexts, a combined circular economy/train the trainer digital training for people working with seniors in these contexts.<< Objectives >>The core aim and overall objective we want to achieve with SEN4CE is to engage and empower seniors for the green, sustainable, and digital circular economy of the future and involve them in high quality adult education and life-long learning.The primary target group (seniors 60+ years) will be directly addressed with a high quality adult education digital training program on circular economy, that can directly be shared and used by adult education and life-long learning providers. To reach the primary target group even better, a specific train-the-trainer digital training for people working with seniors in care/retirement contexts is developed. To reach the overall objective, we have identified the following concrete objectives for SEN4CE are:-to empower seniors to actively take part in sustainability and circular economy discussions, programs and initiatives-to foster life-long learning with custom tailored digital training materials for seniors on circular economy and digital tools-to foster intergenerational knowledge transfer and intersectoral (adult education/care and retirement) networks -to achieve a large, international impact, by addressing the target group through a broad spectrum of multipliers and channels<< Implementation >>All project management activities (e.g. creation of a project management handbook, an online working environment, a share and promotion plan and related materials and activities, quality management and coordination activities) aim at the successful implementation of the project results.Following state-of-the-art project management structures, the project results will be implemented according to the detailed tasks and methodologies described in this application.The digital training materials will be developed based on research and a thorough needs analysis. Game-based, scenario-based and interactive e-learnings combined with explainer videos will be used to ensure the most “learning impact” in the target group and also to make the training materials motivating and self-explaining. E-learnings will be created with Articulate 360 (Rise/Storyline) and the explainer videos with Powtoon.Special attention and focus will be given to the sharing and promotion activities and cooperations with other projects and initiatives. All partners will actively promote and share SEN4CE in their online channels and present the project at events and conferences.<< Results >>All of SEN4CE project results are aimed at achieving the concrete objectives mentioned above.Result 1: CE for seniors and life-long learningA course curriculum (including learning content) on circular economy for seniors will be developed. The curriculum will be created for 2 EQF levels (one version for enabling 2-3, one version for enabling 3-4) to ensure compatibility with the diverse learning needs of seniors 60+.Result 2: CE for care and retirement sectorA course curriculum and learning content for circular economy in the care and retirement sector will be developed, including a train-the-trainer program for staff to use the SEN4CE training (R1) with their clients. The curriculum will focus on enabling EQF 4.Result 3: Digital CE tools for seniorsCircular Economy goes hand in hand with digital tools. The focus of this result will be on digital applications for circular economy, enabling seniors to EQF 2-3 in digital tool skills.Result 4: Digital learning materialsDigital training materials will be developed, based on the concepts and curricula of R1-R3. The software Articulate will be used to create non-linear, scenario-based gamified e-learnings (depending on the choices of the learner, a different storyline will unfold, thereby encouraging replays and reuses of the materials). The digital training materials will be fully responsive (can be used/accessed in consistent high quality via smartphones, tablets or computers) and the design will take into account the needs of the target group (seniors) and respect highest barrier-free standards. The digital training will be based in blended learning methodology (e-learning and concept on how to use them in various settings, e.g. individual learning, group learning, workshops, seminars etc.), especially the train-the-trainer part of R2. Result 5: SEN4CE Digital environmentThe SEN4CE digital environment will be the primary sharing and promotion tool for the digital training courses. Special attention will be given to the design and visual identity to respect the needs of the target group seniors (easy access/barrier-free). Instead of developing “yet another platform”, the aim to is create highest possible compatibility with existing platforms.All results of SEN4CE will be available in English, French, German, Spanish and Portuguese.

The anticipated shortage of (qualified) home-care professionals seems to be a significant problem. In parallel with financial shortages, limited supplies of trained staff are seen as the cause of unmet needs in many countries in Europe. A general shortage of home-care staff existed in several countries as well as a lack of (sufficiently qualified) home-care staff. Although these workers are considered critical to home care, there are growing concerns of A SEVERE GLOBAL SHORTAGE in the supply of home care workers. Trends indicate that, in the absence of successful plans for expanding this workforce, the crisis will increase in the future. . Low-skilled workers and those employed in lowskilled occupations also tend to experience more precarious employment than their higher skilled peers. They are more likely to be self-employed than those with medium or high levels of education and are also more likely to be employed under a temporary contract. People without the right skills are highly vulnerable to labour market changes. This calls for continued investments in education and training. EAEA therefore highlights the importance of up- and reskilling and underlines that all learning is good for employment (EAEA: Manifesto for Adult Learning in the 21st century: The Power and Joy of Learning). The main aim of the project is to empower the employability of low qualified and low skilled adults through defining and assessing the required skills and competences, developing tools, methods, networks, portals and curriculum in order provide them to find a job with right skills and competences in home care sector. Participant profile of the project is consisted of adult trainer. Final beneficaries will be low-skilled and low-qualified adults.A partnership structure consisting of public body, university, chambers of commerce and non-governmental organizations and a large enterprise representing all segments of the home care sector has been established. In determining the partner institutions, the existing human resources (competences and capabilities), the capacity of the institution, its effectiveness in the field and its activities were evaluated. It was ensured that they were capable of providing effective benefits from the project results and contributing to project’ s results and outputs sustainability. Scope, Cost and Time constitute the TRIPLE CONSTRAINTS of the project. In the title of ''Project Management and Implementation'' the activities will be control involved in this title. Project meetings are scheduled to take place approximately every five or six months with the aim of discussing each accomplished task (implementation process, problems met, difficulties, proposed solutions, final results, recommendations), activities to be carried out in the forthcoming months as well as to talk about current actions and other related issues. It will focus on the assessment of quality assurance, as well as monitoring and evaluation of project management, communication, dissemination strategies, working meetings and the steering group performance. It will review the quality of project outputs in the framework of quality indicators approved by all the partners All expected outcomes will be measured in terms of the successfulness of their achievement. For this purpose, Indicators of Achievement (IOA) for each expected result are prescribed. After the completion of an activity, the project coordinator will measure the IOA for the expected result, thus establishing the rate of successful achievement. Results are divided into groups, as per the specific objectives they satisfy. The quality and achievement control strategy of EMPOWER4EMPLOYMENT project will ensure that quality is planned for both the deliverables and activities. This will consist of the methodology on implementation of the project’s internal guidelines for reporting and reviewing procedures to ensure the project’s Quality Assurance. The quality assurance activities will be based on quantitative data (answers to questionnaires and reports etc.) and qualitative data (meeting the specified deadlines, achievement of targets and indicators etc.). Totally three intellectual output will be produced with the project consortium. These are; Skills/Competences Determination Handbook, Training Curriculum and Job Matching Portal. The objective of the EMPOWER4EMPLOYMENT Project’s dissemination plan is to reach the all representatives of hom care sector such as academia, business, municipalities and the public sector, which will boost employment opportunities with training which will be able to help to low-skilled and low-qualified adults to gain and upskill their competences and skills . All the deliverables and outputs will be open-access. The job matching platform will remain operational for at least two years after completion of the project. The clear goal, however, is to continuously develop the platform and transfer it to other countries.