BACKGROUND & OBJECTIVESThe European migration policy remains a key priority of the European agenda, leading to a continuous development and update of relevant policies and measures in order to ensure the successful migrant integration into the host societies. According to relevant researches and reviews, the most important factors that can lead to a successful migrants integration are social inclusion, active citizenship and inclusion to education and employment. Focusing on the issue of inclusion to employment, data provided within the EUROSTAT publication “Migrant integration, 2017 edition” show that, despite a high level of education, migrants present higher rates of unemployment and over-qualification compared to those of native-born residents. According to the same publication, it is reported that migration-specific work obstacles such as language and communication challenges, lack of recognition of foreign credentials and experience and discriminations on social and religious grounds may have contributed to this situation. Therefore, the need for supporting 2nd generation migrants overcome these challenges and make their way into employment is more than obvious and imminent. To this direction, ACT POSITIVE partners, by recognizing the importance of positive psychology, aim to develop a new innovative method of training courses that will empower unemployed 2nd generation migrants to not only adapt to potentially stressful events and successfully assimilate these, but also to use these potential stressors as opportunities for positive growth based on identification and utilization of key Positive Psychology constructs and processes.PARTICIPANTSIn order to meet the project’s objectives, at least 30 unemployed 2nd generation migrants per country will be involved in the project’s activities. Other participants that will be indirectly involved are VET trainers and organizations, representatives of public authorities and policy makers, NGOs’ and other relevant stakeholders’ representatives.ACTIVITIESFirstly a synthesis report will be developed including the findings from a literature review on the challenges and obstacles that 2nd generation migrants face within their efforts to find a job along with their needs for developing new skills and/or improving existing ones and from a field research aiming to collect data directly from the project’s target groups.. This report will contribute as a framework for the development of the Training Curriculum, the training course (IO2) and the ACT POSITIVE Toolkit (IO4). The training course and the ACT POSITIVE Toolkit along with innovative gamified features will be also available through the project’s gamified e-learning platform (IO3).METHODOLOGYRESEARCH: Partners will compile a synthesis report of existing literature on the challenges and obstacles that 2nd generation migrants face within their efforts to find a job along with their needs for developing new skills and/or improving existing ones in order to improve their position within the labor market. At the same time, partners will conduct a field research aiming to collect data directly from the project’s target group: 2nd generation migrants. All relevant findings will be included in the overall synthesis report called “Analysis of the State of the Art on Employability needs of 2nd generation migrants”, which will contribute as a framework for the development of the Training Curriculum, the training course (IO2) and the ACT POSITIVE Toolkit (IO4).PILOTING & EVALUATION: The application and experimentation of the developed training course into the partners countries. A minimum number of 30 2nd generation migrants will be included in the piloting activities and will complete the course on the online gamified platform. Online coaches will guide learners throughout their journey, throwing light on their forthcoming missions, helping learners keep on track. The piloting activities will include:1) introductive face-to-face (or via webinar) lesson (to introduce the course); 2) online lessons on the gamified e-learning platform.EXPLOITATION: the two main tools that will be used for ensuring the wide recognition of the project’s results will be the gamified e-learning platform (IO3) and the ACT POSITIVE Toolkit for VET trainers / organizations and policy makers, ensuring:1) availability and sustainability of the project’s results2) the highest possible level of transferability of the tools, materials and methodologies developed within the project.RESULTS & IMPACTAs an overall result, ACT POSITIVE will contribute to the development of an innovative approach to enhance resilience and utilize the strengths of European 2nd generation migrants, based on the positive psychology theory. ACT POSITIVE is also aiming to strengthen the European agenda for the promotion of the issue of migrants’ social inclusion through action that promote their inclusion into education and, mainly, employment.

Inspired by the Erasmus+ strategic goals, the current project idea has been developed with the aim to ease transitions and contribute in reducing the gap between the labor market and education systems. EAfA continues to identify major problems related to lack of broker actors, able to bridge the education and employment sectors, and offering support in the implementation of apprenticeship schemes. This role could be best handled by youth organizations, since the youth sector has a great potential for leading such networking, due to already well-established expertise in this field, and direct contact with youth.As committed bodies within the education and youth fields, the consortium members have decided to provide their quality contribution for bringing some relevant answers to the above stated situation. Therefore, after implementing a very successful project in the same field for the past 2 years, the current Pan-European partnership seeks to provoke a larger long term impact for enhancing youth empowerment, through the provision of a rich offer of WBL opportunities for young people. “Work Based learning – Pathway to youth empowerment” aims at facilitating the creation of WBL solutions for enabling more youngsters to enrol in. It promotes a deep holistic approach for fostering youth empowerment and employability by bridging non-formal, formal education and labor market sectors, contributing to the creation of a long term multilevel cross-sectorial cooperation. Such follow up initiative is meant to upgrade the already achieved results and to further stimulate quality and excellence within the education, training and youth systems across Europe in the future. The project objectives are described as follows: •To provide youth organizations with further guidance for bridging sectors, in view of operating sustainable strategies that promote WBL paths as complementary educational patterns for boosting youth empowerment•To foster the effective use of EU funding instruments, support the implementation of initiatives and dissemination of relevant EU tools in the field of education, training and youth systems•To strengthen cooperation among youth NGOs and WBL providers, by engaging them in mutual learning and peer counselling, aimed at raising the quality and attractiveness of WBL provision•To reach-out and involve new WBL providers that do not yet contribute or benefit from European cooperation•To launch the development of a multilevel networking system that concretely stimulates learning through other than formal educational means and especially through direct involvement in practical assignments•To support the development of internationalisation strategies at institutional level that increase cooperative work in this directionThe project addresses youth NGOs and educational institutions from 8 EU countries.The overall project idea relates to the creation of bottom up partnerships that will encourage the work in network for transnational apprenticeship providers, in view of further improving youth professional competences at EU level. The created network and partnerships will improve the efficiency and effectiveness of WBL and traineeship schemes across Europe, enhance the impact and relevance of vocational education for the youth, as well for employers. The strategic actions undertaken shall be seen as a prerequisite for building cross-border cooperation that offers greater attractiveness of such educational options. The main final outcome of this strategic cooperation consists of the establishment of cooperative network that will support the quality implementation of WBL schemes and will facilitate the creation of such environments across Europe. Also, sustainable promotion of WBL strategies will be achieved, thanks to new transnational projects and capacity building actions among youth organisations and other types of educational providers, in particular for countries that have limited representation arrangements within the chain of apprenticeship actors. The network of stakeholders, interested to work further for fostering youth employability through WBL, represents a positive long-term impact to be achieved through this project. It will indirectly work for building up professionals skills of youth, through provision of WBL opportunities, in order to allow target groups to easily gain positions in the labor market and make smooth transition from education to work. The fact that various stakeholders and institutions will cooperate together is of significant importance for the future of policy-making procedures regarding WBL and youth employability on national and EU level. The project is a step towards a cooperation which on a long term basis shall impact the EU society on a larger scale and shall become a way to deal efficiently with the youth unemployment, educational difficulties, economic crisis, as well with other relevant EU issues such as social exclusion or school dropout, etc.

"<< Background >>Despite a recent decrease in the relevant rate in the EU, combatting youth unemployment remains one of the priorities of national and European agendas since in February 2020 the EU youth unemployment rate was 14.8% as compared to 24.1% in February 2013. However, there are still great differences between the EU Member States, and the share of long-term unemployed among the unemployed is still about 45%.The youth unemployment rate is only partially a reflection of the situation among young Europeans, as it is limited to people between 15 and 24 who are conventionally unemployed. The various groups within the NEET category have different characteristics and needs, but all NEETs share the common feature of not accumulating human capital through the labour market or education and training. There are great variations between the EU Member States regarding NEET rates, with Italy having the highest rate among the youngest age group, followed by Bulgaria, Romania and Greece.The most important European policy incentive has been the Youth Guarantee Council Recommendation on ensuring that, within four months of leaving school or losing a job, young people under 25 could either find a quality job suited to their background or acquire the education, skills and experience required to find a job in the future through an apprenticeship, traineeship or continued education. However, a 2016 report indicated that the policy initiative has been successful, but maintained that more effort was needed to support ""hard-to-reach"" young people. These findings were reiterated in 2018, when a report from the European Commission stated: “Youth Guarantee interventions are often not sufficiently adapted to the needs of those facing multiple barriers, such as poverty, social exclusion, disability and discrimination. This is the result of a number of factors, including a limited knowledge of the specific needs of different NEET groups, lack of low-threshold offers, insufficient geographical coverage (often in rural areas) and complexity of registration procedures.DG-VET project partners recognize the important contribution of the Digital and Green economy (DaGE) sectors to creating job opportunities for young people living in rural areas. According to the OECD's report ""Employment implications of Green Growth: Linking jobs, growth and green policies"":- Green policies can achieve job creation in a number of ‘green’ economic sectors and through a transition of the economy towards more labor-intensive services sectors, while job destruction especially occurs in ‘brown’ sectors whose activities get replaced by green sectors.- Existing labour market policy tools are largely sufficient, but can be applied more effectively. Education and training systems that prepare workers for future labour demand needs are especially important to smooth the transition.- The digital economy has the potential to enhance productivity, income and social well-being. It is creating job opportunities in new markets and increasing employment in some existing occupations.<< Objectives >>The main objective of the DG-VET project will be to develop a new innovative form of training material along with a gamified e-learning platform and a methodology for designing and implementing acceleration programs for potential young entrepreneurs and apprentices that will empower VET organizations/trainers throughout Europe by enabling them to support:- young/women NEETs living in rural areas in developing and enhancing their digital and green skills;- their (self) employment in the two rapidly developing sectors of Digital and Green economy.Furthermore, the project will aim to tackle:- The digital divide phenomenon: the gap between those living in rural areas and those living in cities in access to ICT;- The skills mismatch between job requirements and workers’ skills within DaGE sectors;- The lack of policy engagement in the promotion and implementation of supportive youth-oriented VET programs.<< Implementation >>Following the official ERASMUS+ guidelines, DG-VET project partners will adopt an innovative methodology for the successful overall implementation of the project as well as of the specific tasks and activities.PROJECT MANAGEMENT & IMPLEMENTATIONManagement Handbook is foreseen to be the main document in which all relevant guidelines for the project’s overall administrative, technical and financial management will provided to project partners. Specifically, the Management Handbook will describe and provide:- The tools and methodology for the project’s overall and financial management, implementation and monitoring- The official templates, timeline and procedure for the project’s reporting activities- The tools and methodology for the internal communication among project partners- The project’s Risk Management Plan- The project’s monitoring bodies along with their roles and responsibilities- The detailed action plan & timeline for the implementation of the project’s tasks and activities. TRANSNATIONAL PROJECT MEETINGS4 transnational meetings will form an integral part of the strategic partnership. Each one will address key project deliverables, project management and monitoring activity. This will include budget management, progress and timesheet reporting, workplan and risk register review, project results progress update etc. The face-to-face meetings will be complemented by monthly meetings (online) to ensure the project KPIs remain on-track and within the proposed timeframes.PROJECT RESULTSWithin DG-VET project, partners will develop the following project results:- PR1: Data collection for the profiling of NEETs and the DaGE sectors at national & European level- PR2: Agriculture 4.0: Equipping young NEETs with basic & advanced digital and green skills- PR3: DG-VET gamified e-learning platform & online community- PR4: DG-VET Toolbox for VET teachers / trainers and policy makersMULTIPLIER EVENTS“A more Digital & Green European VET Education” Campaigns will be organized and implemented in each partner countries in the form of a multiplier event. The main aim of these events will be to present and disseminate the project’s achieved results to the relevant target groups.QUALITY ASSURANCE & MONITORINGThe Quality Assurance & Evaluation Plan will include all relevant key actions, tools and methodology that will ensure the achievement of high-quality outputs and results. Moreover, it will describe the procedure and provide relevant templates for the evaluation of the project’s transversal and specific activities (project management, transnational meetings, project results, multiplier events, etc.). Following the project’s Quality Assurance & Evaluation Plan, concrete activities will be also implemented:- Evaluation of the project's TMs, PRs and multiplier events- Development of the Interim & Final Quality Assurance & Evaluation ReportDISSEMINATION & EXPLOITATIONConcrete dissemination activities that will be implemented will be:- Development of the project’s logo (M1-M2), website (M1-M3), social media profiles (M1-M3) and brochure in all partners' languages (M1-M6).- Development of the project’s visual identity, including templates with a transversal use by all project partners (ppt presentations, a template for the development of PRs, etc.) (M1-M6)- Sending out project’s newsletters periodically throughout the duration of the project’s lifetime, promoting the main outputs and results of the project (M6, 12, 18, 24)SUSTAINABILITYMIITR will develop the project’s Sustainability and Exploitation Plan aiming to:1. Clearly identify the project’s Key Exploitable Results (KERs) and their direct and indirect value and impact for the different stakeholders;2. Design a concrete strategy and methodology that will ensure the successful post-project exploitation of these results;3. Shape and transform the project partnership into a permanent ecosystem with the purpose of maintaining and promoting the PRs.<< Results >>DG-VET project’s tangible results will be:- The detailed profiling of NEETs and of the Digital and Green economy sectors at national and European level through the use of open-source profiling software- The development of a methodology and a best practice ‘manual’ which will standardize the following aspects for the areas of:Profiling the main NEETs in a given area on how to identify the most vulnerable sub-groups for intervention measures such as VET training and education;Identifying the best methods of reaching and engaging target NEETs and monitoring success of engagement.These activities will also provide guidelines for VET organizations and trainers on how to establish which sector of the economy to target at any given time or area, involving:Profiling the local economy to identify sectors with greatest potential for development and economic growth, and, therefore, with the greatest potential to provide new job opportunities/absorb trainees;Determining the needs of the target sector in terms of specific skills for targeted training courses.- An innovative micro-learning training material on Digital and Green skills and competences that will enhance the capacity of VET trainers and organizations for developing learners’ digital and green skills;- A widely recognized online platform that supports the training of various target groups for developing their digital and green skills and competences - An interactive Toolbox for VET teachers/trainers that shall include all aforementioned tools and materials and ensuring a high level of accessibility and transferability of the project’s outputs and outcomes.Moreover, DG-VET project is expected to have significant intangible results:(i) For the project’s direct target group:- Increased capacity of VET teachers/trainers to develop and assess the knowledge, skills, and attitudes of citizens and in particular young NEET people from rural areas on the emerging sectors of Digital and Green economy;- Increased self-awareness and critical thinking relating to- Self-reflection and ownership of personal and professional development;- Understanding of the problem-solving process which can be applied to better connect VET with the actual market needs;- Attainment across education modules;- Attainment of European key competences.(ii) For the project’s partners:- Improved portfolio of innovative training material and resources;- Broadened network and areas of general knowledge amongst project staff and wider organization staff members;- Behavior change towards elements of supporting various target groups for the development of digital and green skills.(iii) For the project’s other target groups:- Empower youth and other citizens with specialized digital and green skills with the aim to enhance their employability with these two emerging and vastly developing economy sectors;- Improved understanding of their own role as drivers and catalysts of change towards a successful transition to a greener and more digital European economy;- Attainment across education modules;- Attainment of European key competences."

<< Background >>The Covid-19 pandemic is having repercussions in all areas of social, economic and educational activity, forcing the closure of educational institutions throughout Europe. According to the European Data Portal (2020) only 10% of EU countries had a more robust digital learning capabilities to offer educational materials outside the educational institutions. The sudden closures of educational institutions and the forced transition to distance learning have not allowed the time required to plan or reflect on the potential challenges and opportunities of e-learning. According to the World Economic Forum (2020), although it is too early to judge how reactions to COVID-19 will affect education systems around the world, there are signs suggesting that it could have a lasting impact on the trajectory of learning innovation and digitisation. Nevertheless, countless sectors are suffering to adapt and find new ways to overcome the educational and social crisis that COVID-19 pandemic has brought. NGOs, CSOs and education institutions education did not escape to this challenge, which show the unpreparedness of the entire educational community for a scenario in which technology can be an instrument that facilitates the learning process. Furthermore, it is important to note that the coronavirus pandemic and its wide-ranging implications have accelerated digital skills demand in many occupations, especially non-ICT ones. Effective use of digital skills has proven to be a driver of resilience, helping workers and entire organisations adapt to the new realities shaped by the pandemic. According to CEDEFOP (2021) Strengthening digital competences is a priority area for both EU Member States and candidate countries. While there are many activities focusing on initial vocational education and training (IVET) learners, more extensive progress needs to be made in continuing VET, addressing the digital skill gap of adult citizens. In addition, training teachers, trainers and professionals in the social inclusion and innovation field in in digital competences so that they can effectively support learners, is often an underdeveloped part of national skill systems. Technological innovation and digitalisation have the potential to transform learning fundamentally – not only by equipping the population with digital skills so they can work and engage in active citizenship, but also by improving access to learning, as made evident by the pandemic<< Objectives >>Educational institutions, CSOs and NGOs throughout the EU should be able to rely on professional preparation programmes to ensure that they are prepared ed to use technology in meaningful ways. These professionals should have the access of preparation programmes with a solid understanding of how to use technology to support learning. In fact, they need to know how to use technology as a support tool for their professional development (Foulger et al., 2017). Since there is the need to have a coordinated response to help educational and social institutions to acquire digital skills, which are needed to keep pace with this fast-changing landscape, where is important to cultivate digital citizenship along with a broader set of digital skills that can facilitate participation and support students in maximizing opportunities and minimizing risks in the digital world (Jackman et al, 2021), the DIGI:GO project aims to support adult educators, VET providers, teachers and other professionals from the social and education field in the incorporation of online tools to enhance teaching and learning; how to use educational technologies to deliver training in hybrid environment, and how to use the best pedagogical approaches that will prepare them to effectively deliver a tailor-made training programmes with their target-groups.According to OECD (2020) expanding adult training provision through online environments would have significant advantages, by reaching a wide number of learners through a cost-effective solution of learning during the pandemic. However, OECD states that for online learning to represent a valuable alternative to face-to-face instruction, there would be the need to provide high-quality up-skilling opportunities for educational institutions to shift their training offer to online delivery. There is the need to include the technological element in educationalpolicies. Otherwise, all those who are excluded from digital and technology competence are condemned tomarginalisation. Digital exclusion - and consequently social inequalities are increasing. Preventing the learning crisis from becoming a long-term catastrophe needs to be a top priority of the entire EU educational community.<< Implementation >>The DIGI:GO proposes a wide range of activities that will be implemented throughout the 24-month projectlifecycle. The proposed PROJECT RESULTS are: Toolkit of Digital Skills Development (PR1), led by PROPORTIONAL MESSAGE with the support of all partners; In-Service Training Programme (PR2) led by SYNTHESIS with the support of all partners; E-Learning Platform (PR3), Led by SYNTHESIS with the support of all partners; Policy Paper (PR5), led by SYNTHESIS with the support of all partners. LEARNING, TEACHING, TRAINING ACTIVITIES: a short-term staff training event will be held in Cyprus to deliver PR2 to adult educators, VET providers, teachers and other professionals from the social and education field from each partner country. MULTIPLIER EVENTS: (i) The DIGI:GO Learning Lab aims to: a) Present and showcase the Project Results developed: PR1; PR2; PR3 ; b) To enable the engagement and interaction with the target-groups and stakeholders with the developed resources; c) To promote the creation of new community dynamics and synergies, seeking new spaces for the exchange of professional and educational practices. The DIG:GO Learning Labs will be held in M22 in all partner countries (ii)The Final Conference will be held in Germany aiming to present the operational and policy recommendations gathered by the project consortium to policy and decision-makers.PROJECT MANAGEMENT TASKS: Risk Assessment and Management will be led by iserundschmidt GmbH with the support of all partners; The Promotion Strategy will be led by CARDET with the support of all partners: The Quality Assurance Strategy and Management will be led by THE SQUARE DOT TEAM with support of all partners; The Impact Planning and Management will, led by PROPORTIONAL MESSAGE with support of all partners; The Exploitation Strategy, will be led by EXEO LAB with support of all partners.PROJECT MEETINGS: There are 4 transnational meetings scheduled in M1, M9, M18 and M24. The transnationalmeetings are scheduled to meet all the important project implementation phases. TPMs will be supported by ONLINE MEETINGs in M3, M6, M11, M14, M17, M20 and M23.<< Results >>The key actions to achieve the project results are: - The development of a Toolkit of Digital Skills Development (PR1) that aims to support the development on key digital skills that are aligned with the Digital Competence Framework for Citizens 2.0 (DigComp) as follows: 1: Information and data Literacy. 2: Communication and Collaboration. 3: Safety. 4: Digital Content Creation.- The development of an In-Service Training Programme (PR2) The DIGI:GO In-Service Training Programme aims to provide adult educators, VET providers, teachers and other professionals from the social and education field a tailored training experience on innovation on educational technologies and hybrid learning systems. PR2 has a clear modular structure as follows: Toolkit of Digital Skills Development (PR1) - Implementation and Assessment Strategies.2. Foundations of E-learning and Distance Education.3.Learning Management Systems. 4. Innovative Pedagogical Methods, Techniques and Resources in Hybrid Learning Environments. - The development of a E-learning Platform (PR3) which will enable full access of PR1, PR2 and PR3 in bite-sized units. - The development of a Policy Paper (PR4) which aims to provide operational and policy recommendations based on the analysis of the results of the transnational project, for decision and policymakers in the adult education and social innovation field. We believe that in education, as in other spheres, it is important to analyse the implications of either the combination of European and national priorities, guidelines and political institutions, and on the creation of a European education sector and policy.By the end of the project:90 adult educators, VET providers, teachers and other professionals from the social and education field will be involved in the piloting development of The Toolkit for Skills Development (PR1)12 adult educators, VET providers, teachers and other professionals from the social and education field will attend the LTTA that will be held in Cyprus.12 adult educators, VET providers, teachers and other professionals from the social and education field will be involved in the Local Working Groups.120 target-group representatives will attend the DIGI:GO Local Labs that will be held in each partner country.35 target-group representatives will attend the Final Conference in Germany.

"Context: According to the Reward & Employee Benefits Association researchers from 2018 and 2019 provision of wellbeing services is critical for employee engagement and creating a positive working culture. The mental health of employees becomes a more relevant topic and according to the survey from 2019, "". Many C-suite directors recognize that the workplaces of today are highly pressurized and often stressful (or as recruitment adverts like to gloss it up, fast-paced) which takes its toll on workforces. Almost three-quarters of our respondents say high pressure and high-intensity environments"". The research from 2018 is showing that Just over a third (35%) of respondents provide training for line managers to help them support and promote employee wellbeing. And just a third (34.3%) of this group make this training mandatory for line managers to complete. It is evident that businesses, entities, and NGOs are willing to equip employees with the necessary knowledge and skills to cope with the well being of their employees. However, this raises the necessity of more structured information and guidance together with the competence list of the role that will enable them to improve the well being of their employees in all manner, and this is what the project ""Stressless Employees"" will do. Objectives: Taking into consideration the work-related stress and mental health problems of the employees the project Stressless Employees is aimed to develop a profile and competences of an Employee Satisfaction Officer (ESO), that will lead the well-being activities in every company and communities of employees, in order to improve the well - being of the employees, that will exponentially improve their performance and the performance of the companies and the NGOs. Participants: Employees from 2 SMEs (Human Resources Department/ Management) and 2 NGOs(Head of Sectors) (the project consortium) per pilot country (Germany Italy, Greece, Spain, Romania, Cyprus), that will take part in the pilot training courses, and project activities. Activities: IO 1 The project will start with a report analyzing the landscape and situation in the partner's countries, that will provide up to date information, best practices, car studies of entities that have already applied some for of employee well - being activities and roles. Additionally, companies, employees, NGOs and workers unions will take part in empirical research to share their views on the subject matter. IO 2 & IO 3 The data gathered by the desktop and field research will lay the foundation for the development of a training format and curriculum for Employees Satisfaction Officer (ESO), aiming to develop an EU level recognized profession that will be finalized in one comprehensive manual for improving the well - being of employees and combating work-related stress (IO4).Methodology: This project will be conducted through a three-step approach. 1) RESEARCH: Analysis of the landscape together with mapping existing practices, case studies, and empirical data from stakeholders will define the basics of the training format course ( a program that needs to be undertaken by persons that will act as ESO in the companies) and curriculum (basic competence ) profile together with a cost-benefit analysis of the introduction of ESO in the companies. 2) TESTING/ PILOTING: The training course will be tested in the partner countries in the entities that will take part, where the role Employer Satisfaction Officer will be introduced, close monitoring will take place in order to evaluate the impact and results of the piloting. 3) CERTIFICATION and DISSEMINATION: The third approach is to create a certified program for ESO that will be recognized on the European level and available for all entities. Results and Impact: The overall project result shall be the development and introduction of a new job role Employer Satisfaction Officer from companies and societal point of view. As for the companies and NGOs, healthy employees with a lack of stress will improve their productivity and the general performance of the entities. From the point of view of society, healthy employers will less stress will means, less depression, domestic violence, sickness or unemployment. From the societal perspective, the proportion of economically unproductive to productive times during a person’s lifetime is improved by reducing times of sickness, unemployment. The impact of the project will be manifested in three ways- Implementation of employees well-being policies - Better mental health amount the citizens and reduced sickness - Increase productivity and better economic results."