Early school leaving is a growing severe problem in Europe which has long-term effects both on the economic growth, the societal developments and on the individuals. Since early school leaving is a very complex problem in the society it, can´t be solved by education providers only. There is a need for functional and permanent networks with effective cross-sectoral cooperation between different stakeholders e.g. enterprises, career counselor, social actors, healthcare providers, youth organisations, family and parental organisations and education providers to combat dropout. It demands a deep insight of the whole cause and effect process, which is also essential to develop comprehensive policies focusing on the entire chain i.e. prevention, intervention and compensation in order to achieve sustainable results. The aim of the project has been threefold: a) to develop a toolbox of successful methodologies and practices to combat dropouts; b) to develop permanent network of actors and stakeholders as well as their working methods in each region to cope with dropout; c) to contribute to future policy developments in the regions through shared knowledge and experiences of the partners. The aim is also to increase knowledge of the target groups to handle dropouts and create long-term effects.The partnership has contained regional authorities and VET partners on local level with various level of expertise in ESL from Sweden, Spain, Norway, Romania and the United Kingdom and in addition, it has a political network organization partner, the Assembly of European Regions which main role is dissemination and exploitation of the results especially within decision-makers in Europe. In order to find long-lasting and comprehensive solutions to counter dropouts, also extended educational concepts have played important role. Outside school actors have added valuable contribution by promoting creativity, new way of thinking, intercultural dialogue and social cohesion. The regional partner organisations in the project have got either existing operation in these different contexts, or have close cooperation with these operative local actors in the region.The partnership together with their regional networks of stakeholders has shared and further developed best practices, tools, methods, strategies which will improve knowledge in this area. The project intellectual outputs are:-Study report on dropout in regional context and about the result of the inventory work regarding best practices for prevention, intervention and compensation measures.- Joint methodology to prevent drop out by cross sectoral cooperation- Joint methodology to detect early school leavers and to identify their needs for re-motivate and re-engage them- Joint methods and solutions for compensation measures to re-enter early school leavers the education- Toolbox of the developed joint methodologies for prevention, intervention and compensation measures from the participating regions- Policy recommendation for combat school dropoutThe intellectual outputs contribute to the improvement of the capacity of the schools to detect the students in the risk zone, assess their needs and prevent their dropout by cross-sectoral collaboration. They also provide guidance, tools and methods to reengage the early school leavers and to re-enter education. The developed methodologies have been compiled in a joint toolbox.The policy recommendation document has analyzed the dropout situation in the five participating regions and based on the project results and intellectual outputs recommends a course of actions in order to influence future policy decisions for support and capacity building for schools to combat early school leaving.The result has also contributed to build functional and sustainable networks for collaboration between educational providers and other stakeholders and actors in a wider range in the society in each partner region. In order to achieve these results each participating regions has made the inventory of best practices and build the network for cross-sectoral cooperation, arranged international dissemination seminars and workshops for peer learning to utilize each other as resources for support, reflection, critical thinking and feedback in order to develop expertise within and outside the organisation through collaboration. After each multiplier event the partners shared the new learnings and experiences with their regional network to promote the development of their regional joint methodology tailored to the own national and regional conditions but based on the shared best practices and on the results of peer learning activities with the international partnership.

The main objective of ALL-ECOM project is to promote the acquisition and improvement of skills and competences needed for the adaptation to the changes and challenges of the digital economy.With this objective the project has been developed in three phases which cover the core activities of the project work plan: WP2 to WP6. The rest of working packages cover the transversal activities of the project: Management (WP1); Dissemination and Exploitation of results (WP7) Quality assurance (WP8) and Evaluation (WP9).All the activities foreseen have been implemented and the expected results have been achieved.1. Preparation- Research PhaseIn this initial phase the specific skills and competences necessary for the e-commerce have been detected through the development of the following research activities:WP2 Skill gaps analysis through desk research and quantitative/qualitative researchWP3 Analysis of training offer and innovative learning methodsThe results of these researches allowed the project to know from the key actor’s point of view the skills and competences that are needed regarding e-commerce.2. Implementation-Development PhaseThe results of the previous research phase have been the basis to develop the main project outputs. In this implementing phase occupational and training standards, programs, contents and tools considered appropriate to meet the training needs detected in the field of e-commerce have been developed.The working packages implemented in this phase have been:WP4 “Elaboration of a common map of qualifications”WP5 “Development of open educational resources and tools”.During 2016 and mid of 2017 the main activities programed in the WP4 have been carried out: -The exchange of methodologies-The staff mobility “Training on the design of qualifications using the learning outcomes approach” -Definition of new learning outcomes-LOs related to e-commerce -Elaboration of a Common Map of Qualifications In WP5 of this implementing phase:•The training courses developed in the previous stage have been transformed into open on-line courses MOOCs and hosted in the project e-learning platform accessible through the project website: http://www.allecom.org/index.php/en/training•It has been also developed an on-line tool for the self-assessment of competences on e-commerce. The tool incorporates 7 questionnaires that respond to the seven units of competence defined. Users can self-assess their level of knowledge, skills and competences on these matters. The tool is accessible through the project website: http://www.allecom.org/index.php/en/on-line-tool3. Testing phaseIn this phase the training courses and the on-line tool have been tested by project beneficiaries in all partners’ countries. The final aim of these testing activities has been to receive direct feedback and inputs about the project results in order to make improvements in these results based on their opinions, suggestions and proposals of direct beneficiaries. A total of 213 project beneficiaries have participated in the testing activities in the different partner´s countries. The expected project results achieved lay the groundwork for the accomplishment of foreseen long-term results (outcomes) in workers, employers and entrepreneurs of the commerce sector to upskill and to facilitate their adaptation to the requirements of the digital economy and also in national VET systems to give answer to these requirements.-More than 300 workers and employers have participated in the research phase.-111 workers and employers of the commerce sector have improved their skills and competences on e-commerce.-More than 11.550 stakeholders have been involved in project activities.-120 representatives of the target groups have participated in the working groups for the validation of project results.-3 national VET Systems have adopted project results to update their NQF and improve their Systems

Europe’s Sustainability & Green agendas are providing opportunities for companies to grow where they invest in technologies, digitisation, materials, and skills to reduce carbon emissions and enhance energy efficiencies. To meet the needs of green jobs and industry 4.0 the workforce will need to expand and have higher levels of skills. To achieve this, education and training providers will need to develop upskilling/reskilling programmes that are flexible, offer recognition, provide career pathways. It is estimated that 128 million adults in the EU28 could benefit from upskilling and reskilling opportunities, of which 60 million are low-skilled and at risk of skills obsolescence and unemployment. Thus, it is necessary to invest in new skills development but also, to address social inclusion and equality to underpin provision of training and education. MiCred Green Pathways will provide a micro-credential green skills framework informed by experts from industry, education and training, which can facilitate adults to reskill/upskill within a lifelong learning paradigm to improve employment opportunities. The project consortium which include partners from industry, universities, adult education, VET, and agencies will provide a multilevel perspective to co-create the micro-credential framework, platform, teaching and learning resources to support low skilled adults gain recognised credits for upskilling/reskilling.MiCred project will carry out a comparative analysis of adult education policy in the six consortium countries (Sweden, Ireland, Bulgaria, Spain, Macedonia, Latvia) and research the emerging green skills to inform the development of learning outcomes for the micro-credential framework and platform at EQF Level 4. The project will pilot and test results to develop training material for teachers/trainers to use with low skilled adults. Providing a recognised award for participants and link to pathways for progression and career advancement.

e-STEP aims at upskilling and supporting vulnerable young adults (from disadvantaged backgrounds and with fewer opportunities) in the acquisition of key competences for their professional and personal life. The key competencies are becoming increasingly important due to not only the need of adequate professional and business skills and abilities and higher adult employability, but also because they expand opportunities for adults’ personal fulfilment, eventually leading to a more meaningful and happier life. Key competences are a significant factor to social and economic development and for the wealth creation so their development becomes an important challenge for themselves.There is a need for young adults to enhance their personal and professional skills and competences. Given the current instability in the labour market and the need to reduce the risk of social exclusion, this applies particularly to the low-skilled and the low-qualified. Moreover, expanding the adult education to those more vulnerable groups can create new possibilities for active inclusion and enhanced social participation.In this context, e-STEP project will design and test a training and coaching syllabus on key competences to low-skilled and vulnerable young adults, taking also advantage of the use of digital tools and learning. Key competences addressed will mainly include digital, communication and social skills, along with learning to learn, entrepreneurship and cultural awareness and expression, but with the particularity that the learning contents will be specifically chosen based on the final beneficiaries’ identified needs and educational shortages. In order to enhance their motivation, the final beneficiaries will play a key and a very active role since the project inception, participating in the identification of their own training needs and in the design of the learning syllabus they will be benefited from. The partner consortium, composed of 5 public and private institutions from 4 EU countries (France, Sweden, Greece and Spain) with expertise in adult education and direct access to final beneficiaries, will jointly develop:• A transnational identification report on the educational demands and challenges pointed out by the target group. To do so, partners will first conduct some interviews/questionnaires and encounters with representatives from the target groups. Using the insights from the questionnaires along with research work, each partner will elaborate an individual report on the target group’ educational challenges and demands. The transnational analysis will be the comparative analysis of the regional work, looking for common patterns. 100 young adults will be participating in this transnational diagnosis along with 20 experts and stakeholders. • The e-STEP transnational syllabus on key competences, including the necessary educational tools for training implementation, developed by the project partners, based on the insights from the transnational analysis. In order to maximize the transferability character of this final output, the programme will be available in English, French, Spanish, Swedish and Greek. This training programme will be composed of selected learning outcomes from the eight key competences based on the previous identification of learning needs phase. Once it is designed, the programme will be tested and evaluated twice at transnational level. Training courses will be delivered to at least 15 young vulnerable adults in the 4 project countries (60 beneficiaries in total).The programme will be therefore designed taking into account their final beneficiaries own identified needs, while related stakeholders will also play a crucial role in the support service design and in the project activities. An evaluation of the training is also planned in order to present a programme that fully replays to the identified necessities and target group’s demands and will make this output easily transferable to other territories.