These days online courses/training have become extremely popular, due to coronavirus and social distancing. While more and more institutes and companies offer courses online, a vast group of VET institutes and trainers stay away from such methods, mostly due to the belief that online learning may not be as effective as classroom training, the infrastructure required to deliver online courses is costly, the transformation of course content into digital online interactive content is time consuming, there is a lack of skills in the organization to switch to online course delivery and so forth.But the reality is that more and more learners taking up c-VET or i-VET, find a lot of advantages in online learning. They wish to take a course from the comfort of their office or home, at the time of their choosing, with the option to choose only topics that they need.As we are moving more and more towards a digital era, while globalization is an undisputed fact, VET SMEs (small-medium enterprises) could take advantage and could promote non-formal initial and continuous VET in the global market.There are thousands of Open Source software and tools to choose from in order to create interactive content without the need of costly software, and infrastructure or coding. Even so, converting course materials to online digital interactive courses can be time consuming since a trainer (who may also not be very ICT literate) needs to research for the right tools/software in a vast market of free or low cost open source software, evaluate them, master their usage and then transform the content into a digital interactive content. Moreover, in most cases, open source software are not well documented, you may find fragmented information on the internet on how to use them and a lot of trial and error is required until you figure out how they work. Additionally, it is common that not one tool can do the job. Many tools may be needed in order to achieve the desirable results. Not all tools can work together or be compatible. Testing is needed for compatibility issues and this can be extremely time consuming.Finally, converting course contents in an interactive digital online content may seem trivial, but it is not. There are rules to adhere to, in order to make the course appealing, easy to follow and interactive enough to deliver results. Also, enabling gamification on online courses can make the learning experience more appealing to learners. Time and human resources can be considerably minimized if VET institutes and trainers have access to a complete framework for the development of interactive, gamified courses by using open source or low-cost plugins and software.i-CONTENT aims to serve Trainers and VET providers (mainly SMEs) delivering non-formal initial and continuous VET courses who wish to transform the typical classroom led course delivery into an online interactive gamified learning experience (asynchronous and synchronous learning) allowing them to meet current market needs and enabling them to target the global market. i-CONTENT aim is to: 1.Establish a comprehensive framework enabling educators to transform courses into an online gamified interactive experience2.Capacitate educators to transform classroom led content into digitalized interactive content for synchronous and asynchronous learning3.Capacitate educators to adapt traditional teaching methods into dynamic online asynchronous learning content by using open source LMS and gamification techniques4.Enhance the use of gamification in Online Courses5.Promote synchronous and asynchronous Learning in Europe6.Enhance access to quality learning for disadvantaged groups and people living in rural areasi-CONTENT delivers the i-CONTENT platform (IO5) which will serve as a one stop shop for VETs and Trainers wishing to develop online interactive gamified courses. The Platform includes a guide for the design an online course, 2 toolkits with a wide variety of possible tools, training manuals and guidelines on how to make the course interactive and gamified (IO2-IO34), an online interactive gamified course (IO4). A final publication will be produced which will document the partners’ experiences and best practices.The expected impact and long term benefits are::1)Improved skills of trainers in the development of interactive and gamified online learning experiences2)Increased online course delivery in Europe3)Improved quality of online learning (synchronous and asynchronous) 4)Gamification incorporated into the learning process and transformation of E-Learning into a motivating and fun experience 5)Provision of easy access to learning opportunities for all with emphasis to disadvantaged groups and people living in rural areas6)Provision of low-cost learning opportunities enabling the uptake of courses for low-income learners. 7)Improved access to the global market for VET and trainers8)Better education across Europe

The ARIVE project addressed the todays need for increasing effectiveness and facilitating process of labour market integration of humanitarian migrants. This social group requires particular support at the beginning of integration to the society and labour market. They generally arrive with weak, if any attachment or link to the host country and have gained qualifications and work experience in very different labour market conditions. Generally, it takes long time (5-6 years) for integration of 50% of migrants in the area of EU countries. Long periods of inactivity also lead to demotivation and deskilling; deskilling in turns means that they could only accept low-skilled jobs, remaining trapped in a low socioeconomic cycle. Moreover, low-skilled refugees are even more negatively affected than other migrants are and they are left to find their own way in societies with high labour market threshold (European Council). The main activities within the project ARIVE are aimed to deal with all major causes that prevent refugees’ integration to boost levels of integration in communities. These issues include lack of recognition of knowledge, competence and skills, including previous studies; deskilling and social isolation; lack of working experience in the host country and peer networks at a suitable professional/ vocational level; language and understanding of the civic and social landscape.The general objective of the project was to develop quality learning opportunities in order to encourage low-qualified and low-skilled humanitarian migrants to assess and upskill their competences in order to enter the labour market at early stages. The primary target group in the project was professionals and educators working with counselling/education and employment of humanitarian migrants. They were involved directly in research, development and training activities.The secondary target group was humanitarian migrants, especially those with long distance to labour market due to low prior qualification and limited working experience. The elaborated deliverables were: O1: Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe” The methodology combines 3 main approaches for collecting information, combining quantitative and qualitative types of research:Desk research (statistics and regulations); Interviews with stakeholders (implementation from the perspective of professionals); Focus groups with humanitarian migrants (implementation from individual perspective); Existing national reports and analysisO2: Refugees Integration Assessment Toolkit: INTEGRASS.The “INTEGRASS” is a toolkit for assessing formal, non-formal and informal knowledge, competence and skills as well as the education level of the humanitarian migrants. The INTEGRASS was tested in the pilot activities.O3: Migrant Service Provider Curriculum Handbook with focus on upskilling and work-based laboratoriesThe Curriculum Handbook embraces 2 parts: 1. UNDERSTANDING THE NEEDS of low-qualified migrants for better service provision by Migrant Service Provider. 2. COUNSELLING AND TRAINING MATERIAL FOR LOW-QUALIFIED MIGRANTS as a first step in integration process. The Curriculum Handbook was tested in the pilot activities.O4: Toolkit for the Validation and Quality Assurance of the CurriculumThe Toolkit for the Validation and Quality Assurance of the Curriculum has been developed as a methodological support for implementation of IO2 and IO3 for trainining and counselling of low-qualified humanitarian migrants. This IO was the final step in the holistic approach for social/labour market integration of humanitarian migrants:1. Validation of formal and informal competences through INTEGRASS (IO2) 2. Training courses to empower the individual and cover learning gaps (IO3) 3. Development of individual action plan based on validation and training (IO4) O5: Guidelines for policy-makers and practitioners working with integration of low-qualified humanitarian migrants EU-wide guidelines has been developed with a set of recommendations and best practices focused on successful integration of low-qualified humanitarian migrants. About 160 participants took part in the interview, which allowed the partners to develop IO1 (Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe”), about 100 participants took part in training courses which allowed the partners to develop and finalize IO2, IO3, IO4. The project has contributed and will continue to promote the empowerment and active citizenship of adult learners in the long term impact. The benefits of humanitarian migrants who were an active part of the project during research, development and piloting of its intellectual outputs within the regional stakeholder networks are evident for the long-term impact.

The level of youth unemployment remains very high in several EU Member States, and there is increased awareness of the economic and social consequences associated with long term disengagement from the labour market. In light of the high potential of entrepreneurs to create employment and sustainable growth, promoting youth entrepreneurship and making Europe more entrepreneur friendly has recently become a priority on the EU policy agenda. Making Europe more business friendly and helping young people transform their creative ideas into successful business plans by removing the barriers to entrepreneurship has many potential benefits, including direct and indirect job creation and the development of human capital and new skills.In this context, the YEAP! project’s overall aim was to instil a spirit of entrepreneurship and social entrepreneurship among young people - initiative, confidence, calculated risk-taking, creativity, organisation, tenacity - and to help them in their transition from education into the labour market as emerging (social) entrepreneurs.By placing the young population needs at the central position, the project has developed the personalised flexible learning pathways to raise the quality of skills and capacity of young people and effectively enhance their entrepreneurial potential and transitions towards self-employment and entrepreneurship.The project was designed to cover a clearly identified need for a 'bridge' that takes the young person towards entrepreneurship and provides them with the 'wrap-around' support they need to ensure that their progress would be sustained. The project suggests participatory methods involving youth experiences outside the classroom and connecting them to the real world allowing young people to follow their dreams and start their own businesses.The specific project objectives were: -To capitalise on the analysis results on how youth entrepreneurship education needs to be adapted to maximise impact to the operating context of each partner country and to provide a better understanding of how to address recognised knowledge gaps towards an entrepreneurial mindset. -To identify and apply elements for formulating an effective customised learning approach as the YEAP! FLEXIBLE LEARNING PATHWAY that can strengthen entrepreneurial quality and motivation of young people.The YEAP! project included activities on the development of: -YEAP! FLEXIBLE LEARNING PATHWAY that is able to turn creative ideas into entrepreneurial action (O1) -METHODOLOGICAL GUIDE for youth workers, mentors & trainers for implementing the Flexible learning pathways for youth fostering an entrepreneurial spirit (O2) -TOOLBOX specifically customised to address their needs including practices that enable the use of their multiple talents in becoming (social) entrepreneurs (O3) -BUSINESS IDEA ASSESSMENT GUIDE for aspiring young entrepreneurs to select & formulate the right type of (social) entrepreneurial activity and/or Innovative ideas for social entrepreneurs who tackle society’s problems (O4) - Open & innovative e-TOOLS to put entrepreneurial ideas into practice, by formulating a sustainable business start-up and/or for building high growth businesses that deliver social and environmental returns (O5)The project target groups involved in the project were: -More than 75 Youth workers/trainers gained access to implement the overall YEAP! approach, methodologies and Tools, -141 young adults/NEETs developed and accelerated their (Social) Enterprise project idea through the pilot implementation, -More than 150 organisations working with youth gained access to the innovative training and methods for fostering and promoting entrepreneurs among their members/stakeholdersThe project has resulted in an important impact at local, regional & European levels through the involvement of organisations and individuals in each partner's network. These numbers reached over 500 organisations and more than 20000 people via pilot activities, Multiplier events, but primarily through dissemination activities organised by partners and associate partners of the project. That’s why the partnership believes the project has made a contributing step towards the change in the European youth employment statistics. All of the people reached gained access to the YEAP methodology and tools, which are and will be available at the project website for ten more years allowing even further expansion of the project results and their adaptation by new territories and agents.

"Tourism is one of the main economic activities at the UE level in terms of GDP, employment and innovation as highlighted in the Agenda for a sustainable and competitive European tourism (EC, 2006). The European Strategy 2020 showcases the role of tourism in the European economy and the importance of adopting a new tourism policy to improve competitiveness at the European tourism industry and creating more and better jobs through sustainable growth of this sector with an emphasis on innovation and knowledge. The tourist market is evolving to the beat of new trends in development (e.g. the emergence of ""Intelligent tourism destinations"", creative tourism projects and responsible and sustainable tourism activities). This has influenced the tourism market supply, as well as its management and promotion at tourism destinations. At the same time, tourism companies have been taking a more conscious role giving greater emphasis to social and environmental responsibility or the application of new technologies for innovation management in tourism.In this context, there is a mismatch between sector requirements and the actual vocational training provision at EU level. Both the employees of large tourism companies, SMEs, entrepreneurs, professionals from public sector and practitioners in planning, management, provision and tourism promotion show a need to up-skill and adapt their knowledge to turn into actors of innovation development at the European tourist destinations. The main aim of INMATOUR project is to contribute to adapt the knowledge, skills, and competence of tourism professionals through the design of a profile and a training curriculum to manage innovation in tourist destinations. This profile is intended to achieve 3 goals: 1) Strengthen links between education/training in tourism and labor market2) Use innovation management as a tool to improve competitiveness at business/territorial level3) Adapt tourism professionals training to the needs and current development strategies at the tourist market. This project will help to improve, adapt and diversify training in tourism by promoting the profile within the range of education and training; and raise qualification of tourism professionals to work or engage the business world at any EU country in accordance with a new model of tourism (more sustainable, responsible, innovative and creative). To achieve these aims, the project develop the following activities: 1. Design and develop a new professional profile with theoretical-practical knowledge, based on required skills to develop innovation at tourism locations: raised- awareness on economic, social and cultural environment of tourism, valorization of creativity, tools to promote and manage sustainability and Territorial Social Responsibility, ICT and social networks management for tourism promotion and marketing, managing methods of social empowerment and governance at tourism destinations. 2. Promotion and development of ERF transversal skills through the profile such as innovative entrepreneurship, risk management, communication and digital competencies.3. Develop a training curriculum based on the above areas, and design training materials suited to these needs and adaptad to b-learning (open educational resources for blended learning).4. To implement a European training of trainers course with project participants with a holistic training approach, aimed at multiplying the process in each country.5. To promote the use of the profile, training methodology and free access of educational materials through an online training tool6. Develop virtual space to exchange good practices, knowledge and experiences via the social community of the project.7. Create an network of stakeholders to boost a Pan-European dimension of Innovation Management in Tourism Destinations through the virtual space. The main project beneficiaries:1) tourism experts, professionals and practitioners, tourism-related staff at local, regional and National tourism administrations, Regional Tourism boards; 2) VET sector: undergraduate students attending the last two years of VET studies or recent graduates in Marketing and Tourism Promotion (and related training areas), apprentices and other VET learners in Tourism; teachers and trainers at VET institutes and training centers; VET-providers; VET-authorities at regional, national and European levels. 3) Companies, entrepreneurs, business associations 4) Local Development Agencies (LDAs), job placement agencies, 5) Tourism administrations and governmental bodies at the local, national and EU level. Impact of the action: - Better trained workforce to face tourism sector needs- Increased awareness on the current needs for training in VET for tourism sector- Increased importance of innovation in tourism management and business competitiveness- Create a new EU network to foster innovation in tourism destination through the creation of a virtual community"

"Tell Your Story was developed to explore new tools for preventing early school leaving. While storytelling is increasingly used in non-formal animation, it is rarely combined with new technologies and more particularly with geographic information systems (GIS). The consortium behind this project, coordinated by Pistes-Solidaires, has therefore sought to explore this new path, thanks to the meeting of several actors in non-formal continuing education and universities. The idea was to involve young dropouts in digital mapping storytelling workshops so that they could share their stories with potential dropouts, to make them think about the impact on their lives of such a decision. The final objective was therefore to prevent the latter's dropping out of school, through media productions to which they are accustomed with, for example, social networks, as part of a peer education process.Pistes-Solidaires (France), CESIE (Italy), Rinova (United Kingdom) and RIS (Slovenia) provided expertise in non-formal methods while die Berater, an Austrian training centre, provided technical and numerical knowledge. Finally, Eurogeo (Belgium), the European association of geographers, was able to contribute very largely through its knowledge of GIS, in particular the ArcGIS platform.The project was structured in seven phases. During the first, the consortium worked on an overview of the use of storytelling in the fight against early school leaving, and on the best way in which storytelling could be used by digital mapping. This production, coordinated by Eurogeo, laid the foundations for the next phase. This consisted in the creation of a two-part curriculum for school dropouts and potential school dropouts. The first part was an introduction to storytelling, while the second part was intended to allow young people to create their own personal story through digital mapping by acquiring new skills, using the ArcGIS platform. The creations were then presented on an online exhibition. This was finally used in a module tested with young people at risk of dropping out: they were able to discover the stories presented and discuss with the facilitators in order to reflect on the risks of dropping out. The first feedback from the participants was very positive. The project was concluded with the creation of a publication that presents the project, its methodology and results.Tell Your Story was set up through partnerships with schools, youth organisations, training institutes, local authorities and reached 200 young people, dropouts and potential dropouts, as well as some 50 organisations working with them. The impact of the project, reinforced by the dissemination events, is likely to continue: several organisations have already asked to be trained to use the tools developed, in particular the ""Institut du Travail Social de Pau"", which is organising a seminar on ""school drop in"" the 31th of January 2019 during which educators and National Education staff will be trained in this method. A second training session will be implemented for educators in the Pau conurbation on February 1st, while another session for educators in a home-shelter (la Sauvegarde) will be implemented on February 25th and 26th, 2019. In this context, the workshops are implemented directly for 10 young people from one of their homes, in the presence of educators, psychologists, teachers and department heads who wish to be trained in this method and these tools."