Unemployment is one of the more relevant issues in the European Union. In 2019 7,5% of work force in the EU-19 area was unemployed (6,7% in EU-27 area) and 44% of them was jobless since more than 12 months. Analysing the data in the absolute value, almost 14 million perople in the EU territory are unemployed and the 2012 EFSI (European Fund for Strategic Investments) study asserts that the annual cost of each unemployed person is roughly 25.000 euros and, although only 25,2% of unemployed people receives economic public subsidies, the total annual cost of unemployment is around 90 billion euros per year. More than the unemployment phenomenon per se, which is ingrained in the labor market mobility dynamics, is the length of individual unemployment periods which constitutes a threat for the social and economic sustainability of the system. All the negative consequences of unemployment get worse and worse with time; so it is crucial to support rapidly unemployed people with placement and career services. Training is a powerful driver of employability support. Skills are the main asset capable of qualifying the job offer and their enhancement is essential to support entry and permanence in the market. Among the skills that have the greatest impact on employment, a specific weight is covered by transversal skills. Consistently, the Council, with Recommendation 189/2018, indicated personal, relationships and learning skills as key.The CLIKC project intends to experiment with an innovative way to effectively train unemployed people who are not (yet) characterized by special needs on these skills, in an attempt to shorten the duration of the unemployment period and allow the active labor market system to focus on weaker categories. Covid-19 will have a catastrophic effect on employment and inhibits traditional forms of service based on physical coexistence. Therefore, the project aims to create and test an educational catalog and a new distance learning tool of their kind. In particular, it was decided to focus on 2 innovations concerning the teaching methodology (Content Language Integrted Learning and Micro-Learning) and 2 that characterise the ICT intermediation tool (Adaptive Learning and Advanced Analytics). The training catalog will focus on 4 specific skills in the area of basic personal and relational skills. The contents will be created through integration with foreign language training through the Content-Language Integrated Learning system. Content in Italian, English, Spanish and German will therefore be available. Furthermore, the contents will be divided into 15-minute didactic objects (micro-learnings) to allow a fruition in pills provided through ICT devices (desktop or mobile). The courses will be included in a Web Application for the use of asynchronous elearning. The platform will use 2 technologies: adaptive learning and advanced analytics. A system powered by artificial intelligence will select for each user the didactic objects (among 544) most suitable for him and update the path based on individual learning outcomes. Advanced analysis and reporting systems will feed user dashboards aimed at both individual users (unemployed) and labour market operators who will be able to integrate the tool into the ordinary methods of verifying skills, orientation and training. The project will be implemented by 1 Public Body responsible for Employment Policies, 3 Training Bodies from 3 Member Countries (Italy, Spain and Austria), supported by a Maltese training agency expert in CLIL training, a university center specialized in digital technologies for learning, 1 ICT technology developer company and 1 European Network of Vocational Training Bodies.The tool created will be used by 120 unemployed people during the project. A model to support placement will therefore be structured based on the extensive use of the tool, aimed at promoting the dissemination of results and amplifying the impacts achieved. For the sustainable development of the Platform, the triggering of an open innovation system is envisaged aimed at involving further parties interested in the success of the tool. The entire realization will take 24 months and involves the creation of 2 joint training sessions aimed at strengthening the knowledge and skills of the developers to progress correctly in the execution of the key actions as well as 5 territorial multiplier events and 1 international one that will involve a total of 215 participants.

<< Background >>The number of youth (juvenile) offenders across Europe is declining in recent years. However, the number of youth re-offenders remains high. Several studies across European countries show that the vast majority (from 60-75%) of youth offenders are reoffending after their release. There are several reasons why this is the case, but the primary is their social disintegration. Specifically, juvenile offenders are less likely to find a job, therefore are more likely to struggle with issues such as poverty, housing and so on. Crucial for the lack of their employability is their lack of education (due to the fact that they are sentenced) and their awareness about key competences they need to develop to increase their employability.The proposed project aims to address this issue by working with local NGOs, CSOs and authorities to strengthen the employability of minors, youth at risk of offending or reoffending to increase their integration to the societies. Building on other relevant projects, we aim to strengthen youth offenders’ soft skills through high quality educational material on the development of key employability skills, such as soft skills. Providing training to the educators, who they will train the participants we aim to strengthen the efficiency of the provided education. At the same time, the proposed project aims at addressing the needs below:NEEDS OF MINORS, YOUTH AT RISK OF OFFENDING OR REOFFENDING Youth juveniles, or at risk of offending or reoffending, face discrimination and lack of opportunities in terms of employability. A key reason of their exclusion from the job market is the lack of employability skills, as those individuals are likely to drop-out from schools, and thus not receiving adequate education. The proposed project directly addresses the needs of these individuals’ by providing necessary training on soft skills, which are considered crucial as employability skills. NEEDS OF PARTNERS, NGOs and CSOsThe proposed project aims to meet the needs of the partner organisations and the targeted NGOs, CSOs, youth organizations. Despite the available guidance on employment opportunities and job seeking for minors or disadvantaged youth, there is a lack of systematic training, and collection of educational materials on how they can develop necessary skills for being employable. The materials and methodologies that will be developed during the project can be used from the youth organisations, NGOs and CSOs, who work closely with minors and youth at risk of offending / reoffending for the purpose of training but also guidance. This is particularly important as it complements to the need identified earlier for the provision of alternative, informal or non-formal, educational activities to youth across Europe.SOCIETAL NEEDS ACROSS THE EUThe problems of youth marginalization, youth poverty and youth unemployment across European countries is one of the key challenges identified by the EU. This project seeks to address this issue by strengthening the employability of youth people involved in the project.<< Objectives >>YOUTH REGAINED aims to: -Strengthen ex-convicted child offenders’ competences and basic skills in order to ease their transition to adulthood and support their integration in the labour market. -Develop activities focusing on the strengthening of inclusion and employability of child offenders as young people with fewer opportunities.-Support CSOs focusing on the protection and the re-integration of child offenders and encourage young people at risk of marginalisation to regain their life and place in the society.-Engage CSOs and stakeholders from the business sectors and educate them to eliminate the stereotypes related to child offenders post release employability.<< Implementation >>The project’s methodology is based on a participatory approach, which engages directly with the target group in all stages of its implementation. The project implementation is divided into four main phases: Research and training (PR1); OERs (PR2), Workshops and training (PR3), and Digital tools and network (PR4).PR1 entails the development of a Good practice guide that will be used so to raise awareness as regards effective, successful, socially sustainable, replicable education and learning methods and competencies in Europe, for minors and youth at risk of offending / re-offending, so to incorporate them in future schemes. Partners will carry out a study at local, national and European levels, in order to assess the needs, key competences and life-skills that child offenders lack and if acquired they would potentially affect positively their employability rates. PR2 will be the phase of the e-course’s development. The e-course developed for the YOUTH REGAINED project, will support and complete gaps in life-long learning education and will provide valuable soft-skills which will include but will not be limited to the following categories: a) communication; b) teamwork; c) work ethic; d) positive attitude; e) critical thinking; and f) leadership. The e-course will contribute towards strengthening minors’ competences and basic skills in order to ease their transition to adulthood and support their integration in the labour market. PR3 will focus on the provision of tailor-made training. In particular the project will organise educational and training workshops in partnership countries engaging minors and youth at risk of offending / re-offending and relevant CSOs and summarize their results into an awareness raising and policy toolkit for CSOs and youth organisations related to child offenders. Under PR4, the project will develop a virtual participatory platform in order to create a european network of young people sharing common experiences from detention centres, exchanging ideas as regards their status and competences, providing guidance and tips to each other related to job search and application. The platform will also engage Vulnerable youth plus youth organisations, CSOs and NGOs that will provide consultation to child offenders and ultimately post job vacancies and internship opportunities. The platform will also host the learning resources developed in previous project results such as the e-course and the toolkit. Finally, the platform will host an e-job fair, where participants will be able to come closer and engage with business representatives.<< Results >>The implementation of the project activities will entail the delivery of the following project results: -PR1.A needs assessment of key competences and life-skills that child offenders lack and if acquired their employability success rate would be considerably increased -PR2. An e-learning/e-course providing soft-skills which will include but will not be limited to the following categories: a) communication; b) teamwork; c) work ethic; d) positive attitude; e) critical thinking; and f) leadership. As part of this result, YOUTH REGAINED will pilot the e-course in local detention centres in consortium countries and also in vulnerable youth.-PR3. Organise educational and training workshops in partnership countries engaging ex-convicted child offenders and relevant CSOs and summarize their results into an awareness raising and policy toolkit for CSOs and youth organisations related to child offenders. -PR4. Develop a virtual participatory platform in order to create a European network of young people sharing common experiences from detention centres, exchanging ideas as regards their status and competences, providing guidance and tips to each other related to job search and application. The platform will also engage Vulnerable youth and youth organisations/CSOs/NGOs that will provide consultation to child offenders and ultimately post job vacancies and internship opportunities. The platform will also host the e-course and the toolkit. Finally, the platform will host an e-job fair, where participants will be able to come closer and engage with business representatives.Project outcomes:-Extend the competences of at least 200 ex-convicted child offenders as youth workers, working/collaborating with CSOs, youth organisations and cross sectoral grassroots, in order to foster their ability to enhance youth participation and to motivate youth to re-integrate in the society.-Enhance access to CSOs, youth organisations, and good practices to ensure youth employability.-Support minors or youth at risk of offending / reoffending and relevant CSOs to raise public awareness, to lead and contribute to the development of youth policies that promote active participation of youth and enhanced support and acceptance from employers. -Raise national and European awareness on the project’s activities and achievements and promote the project’s outputs and results to a wide range of stakeholders at local/regional/national and/or EU level.

"<< Background >>The ubiquity of digital technologies is transforming agriculture and food production. Specifically, in the agricultural sector, the deployment of mobile technologies, remote sensing services and distributed computing are already improving small holders' access to information, inputs and markets, increasing production and productivity, streamlining supply chains, and reducing operating costs and environmental impact. But it is not just farmers. Consumers, both at home and abroad, are becoming more informed about the products they buy. They require high-quality food and fiber and produce in a sustainable way and want to know more about where the products come from. Digital technologies enable better traceability of agricultural products, providing peace of mind for consumers and greater value for farmers. Therefore, farmers need to develop a new set of skills in different fields of application. In order to address this macro-need, the Digital Farmer project, through European funding and an international multi-stakeholder cooperation between training institutions, research, universities, industrial consulting and territorial promotion companies, intends to develop a project aimed at producing teaching materials and innovative work-based learning methodologies, platforms for awareness raising and exchange of good practices and a general qualification of European VET systems related to agriculture, The ""Digital Education Action Plan"" is based on the assumption that it has become indispensable for the European population to possess digital skills appropriate to our times. The educational system consequently needs a process of adaptation in this direction, which has been made even more urgent by the Covid-19 pandemic. A fundamental aspect is the strengthening of the skills of educators and trainers, starting from the recognition of a common problem in Europe, which is the frequent lack of preparation of educators and trainers in general, not yet accustomed to the use of digital technologies in teaching and the use of forms of distance learning, especially in VET. At the same time, the agriculture sector is one of the most important areas of challenge for the achievement of several of the European Union's development objectives. The sector faces the need for a) Promoting an intelligent, resilient and diversified agricultural sector that ensures food security; b) Strengthening environmental protection and climate action; c) Strengthening the social fabric d) Promoting and sharing knowledge, innovation and digitization in agriculture and rural areas; in summary, through the European Commission's December 18, 2020 recommendation, the solution to many of the aforementioned challenges lies in a ""smarter,"" more precise and sustainable agriculture built on innovation and digital tools in agriculture. To achieve this goal, it is necessary that all stakeholders of the agricultural system are involved in a process of empowerment and awareness to approach the objectives outlined in the CAP, the European Green Deal and the From Farm to Fork strategy. This system action was precisely the logic behind the development of the Digital Farmer project, which is aimed at all European stakeholders in the agricultural sector, with particular focus on educators and trainers through a train-the-trainer approach, aimed at generating a multiplier effect in different European contexts.<< Objectives >>The innovation of the VET System cannot disregard digitalization, and in fact the Digital Education Action Plan starts from the assumption that it has become essential for the European population to possess digital skills appropriate to our times. One of the key points of the DEAP is the strengthening of the skills of educators and trainers, starting from the recognition of a common problem in Europe that is the frequent lack of preparation of a teaching staff and educators and trainers in general not yet accustomed to the use of digital technologies in teaching and the use of forms of distance learning, especially in VET.Innovation cannot ignore the importance of the environment and the fight against climate change, to which Europe has paid close attention with its accession to the Paris Agreement and the recent European Green Deal, which in its strategy aims to invest in environmentally friendly technologies and support industry in innovation. Digital farmers intend to apply these priorities to a sector such as agriculture, one of the most important challenging areas for achieving the different development objectives of the European Union, which in the Recovery Plan focuses on modernizing traditional policies such as cohesion and the common agricultural policy, in order to maximize their contribution to EU priorities. Among the challenges to be faced are the promotion of an intelligent, resilient and diverse agricultural sector that ensures food security by strengthening environmental protection and climate action, the socio-economic fabric of rural areas and responding to social concerns. It is also necessary to promote and share knowledge, innovation and digitalization in agriculture and rural areas. Through the Recommendation of the European Commission of December 18, 2020, the solution to many of the challenges mentioned consists in a more ""intelligent"", precise and sustainable agriculture built on innovation and digital tools in agriculture. With this project we intend to develop teaching materials and innovative methodologies of work-based learning, platforms for raising awareness and exchange of good practices and a general qualification of European VET systems related to agriculture, to achieve a change of system capable of having a concrete impact on the achievement of greater environmental and economic sustainability of the agricultural sector and the renewal , greater attractiveness and effectiveness of the European VET system The project, through a train-the-trainer approach and innovative training activities, aims to contribute to the transformation of VET institutions to better include in their programmes digital innovations in the agricultural sector with a dual action on trainers and students, creating an international and multisectoral network to achieve together a set of objectives:- Standardize and improve digital skills to be used in the pedagogical field of educators , and VET trainers at European level in the field of agriculture - Enhance the use within VET educational paths of recent innovations and new technologies in the agricultural sector - Ensuring continuity, while innovating, work-based learning in an international environment through the Erasmus programme - Promoting the adoption of innovative practices related to digital agriculture in individual local contexts with positive effects in terms of environmental sustainability in the companies and organizations involved - Improving the skills of participating organizations in digital agriculture and teaching skills through transnational cooperation<< Implementation >>The project includes the following tasks: WP1. Coordination and monitoring: Partners will adopt common implementation and monitoring methodologies, so as to work consistently on deadlines, objectives and indicators. During the transnational meetings partners will also organize and develop the dissemination activities of the project and develop further ideas, follow-up strategies and stakeholder involvement. WP2 Local Roundtables (M2-M6): Each partner will activate their network to activate an ""innovative ecosystem"" related to digital tools and recent innovations in the agricultural sector. Through roundtables, individual partners will collect best practices and the latest innovations applied in their local context in relation to the agricultural sector and digital education. The results will be summarized in final reports that will be the basis of the content to be developed. WP3 International Workshop (M7-M12): Before the start of the Workshop, local reports will be forwarded by the different partners to the coordinating body of this activity Cosvitec, which will summarize the material received in two final reports that will be discussed during the WI: the first will be the basis of the drafting of the Manuals Digital VET Trainer in Agriculture (O1, O2). The second will serve for the emergence of good practices and innovative systems at local level, but also to identify potential fields of application of WP4 Training International digital internships (M13-M18): IT will take place in asynchronous and synchronous mode.At least 4 weeks before the start of training, the first version of the manuals (O1, O2) will be forwarded to the participants. The part in presence, lasting 5 days, will be divided into two phases. The first will deal with the topics already addressed in asynchronous mode, while the second will deal with the techniques and methods of implementation of wp5 digital internships Digital internships and elaboration of the Digital VET Trainer in Agriculture (M19-M27): internships abroad in digital form are one of the innovative project actions and their implementation will ensure continuity of work-based learning within the Erasmus+ programme, which has achieved extremely positive results over the years. In addition, the elaboration of the manuals will serve to facilitate the replication of this experience even to bodies that have not directly benefited from the WP6 Project Activities MO6 Production MOOC Digital VET Trainer in Agriculture (O3) (M1-M28) will be built around the first 2 project outputs and aimed at transmitting the basic skills for effective distance learning and increasing skills related to the 6 macro-arguments of innovation in agriculture and on the methodologies and techniques of carrying out digital internships WP7 Network of Digital Farmers (O4) Platform Development (M1-M30): The platform will be a tool of fundamental importance for all project objectives. In fact, the platform will enable empowerment actions of stakeholders active in the field of VET, the exchange of best practices and innovative methodologies, will positively influence the aspects related to dissemination and will offer networking opportunities that can trigger future projects and further developments WP8 Dissemination and Networking Activities Dissemination and networking activities: The promotion of activities and dissemination of results are an element of fundamental importance to ensure the success of the project.fundamental importance to ensure the success of the project and to generate a multiplier effect both in the territorial contexts of the territorial contexts of the project partners and at community level. To this end, a dissemination event will be organized dissemination by country. The materials produced and the results achieved will thus have a further opportunity for dissemination as well as the opportunity to promote further follow-up projects initiated by partners and stakeholders.<< Results >>Digital Farmer is an ambitious project that aims to make a concrete contribution to achieving the following outcomes:- Qualification of digital skills to be used in the pedagogical field of VET educators and trainers at European level in the field of agriculture;- Introduction and greater use within the educational paths of recent innovations and new technologies in the agricultural sector; - Development of a new methodology for the realization of forms of work-based learning through digital tools- A greater awareness, in different local contexts, of innovative practices and digital agriculture with positive effects in terms of environmental sustainability in the companies and organizations involved; - Empowerment of organizations involved in digital agriculture and educational skills through transnational cooperation. To achieve the aforementioned general outcomes through the achievement of the following specific results: - Production of teaching materials related to ICT tools in teaching: within the European Framework for the Digital Competence of Educators, the partnership will deal with the production of Open Educational Resources in the 6 key areas identified: 1. Professional Engagement, 2. Digital Resources, 3. Teaching and Learning 4. Assessment, 5. Empowering Learners, 6. Facilitating Learners' Digital Competence - Production of teaching materials and information documents in relation to the 6 in-depth areas identified in the design field (Decision Support Systems, Block Chain Technologies, ICT Information and Communication Technologies, NIR and Drones, Farmbot, e-Commerce Software, Marketing and Advertising Platforms) and guidelines related to the conduct of ""digital internships"" for the elaboration of the Digital Traineeship manual in Agriculture. - Empowerment of 21 trainers and educators from 7 Member States and their organizations: progress will be assessed through ex-ante/ex-post evaluation questionnaires, DigCompEdu Check-In for participants and SELFIE for their organizations; - Design and implementation of 84 ""Digital Internships"": through the joint action of the members of the partnership, the participants in the International Training and the host companies/bodies themselves, learning paths based on innovative practices in agriculture will be structured. The route will be characterized by a first week in presence and the next continuation for a further 4 weeks at a distance, through digital tools - Creation of the Network of Digital Farmers: a platform will be developed for: a) dissemination of European policies and recommendations on distance learning and digital skills; b) provide a tool to improve the digital skills of educators, trainers and facilitators through the dissemination of OER related to digital tools in agriculture (produced in the design and non-design field) and European best practices and tools available c) provide a space for comparison for educators, trainers and facilitators with an international section in English and a specification in which stakeholders can compare themselves in their mother tongue; d) matching between companies and trainees/training institutions for subsequent implementation of ""digital internships"""

<< Background >>STAND UP is a project focused on the fight against cyberbullying in VET, especially in IVET and middle VET. Although the European Union is currently very focused on the fight against cyberbullying, there are still important gaps; for example, the list of national agencies to contact in case of being a victim of cyberbullying, which is available in the COE, only includes half of the countries present in this proposal (IE and GRE). In addition, cyberbullying is usually focused and studied only in primary and compulsory secondary education; most of the available studies and materials are focused on students under sixteen years old corresponding to compulsory education, as is the case of Save the Children or Unicef studies. However, VET students, who are usually positioned between 16-24 years old, are not normally the subject of such studies, although if we look at the percentages of the 2017 Unicef study it is clear that bullying goes up as age goes up (there were 14% of participants victims of cyberbullying under 14 years old, and 15% under 16), from which it can be derived that students between 16 and 20 years old still need tools to help them in this area. And even more importantly, teachers, trainers and workers in VET centers who are in contact with these students need tools to know how to manage cyberbullying crises. There are some articles on the subject ( for instance, from the UOC), but they are not current and in many cases do not address the specific problems of EU countries, thus not providing customized solutions for the EU.In this context, the need that STAND UP seeks to fill is that lack of training given explicitly to VET teachers, as well as content designed for VET students. Not only that, it also seeks to give a tool that provides support to teachers, who in many cases have already denounced the danger they see in cyberbullying, and how it is increasing due to the widespread use of cell phones among adolescents and young people. At the same time, the aim is to provide a tool to help students who suffer from cyberbullying, through a mobile application that allows quick access to regional or national contact information, and that provides tools to raise awareness among students about the importance of the fight against cyberbullying. In this way, the most familiar tool for students (the cell phone) will be used as a contact method to solve the needs seen by this proposal.Finally, it should be noted that due to the COVID-19 health crisis in many cases students have had to confine themselves and work from home, having the Internet as the only method of contact with their classmates; this has also led to a higher percentage of students suffering cyberbullying (some studies place cyberbullying ratios 70% higher than before COVID). This need underscores the need for teachers to receive specific training to help them.<< Objectives >>The STAND UP project seeks to achieve the following objectives:- To provide VET teachers, educators, and professionals, especially in IVET and middle VET, with tools that will enable them to understand the process of cyberbullying, recognize signs in the classroom of possible victims, and understand how they can collaborate in their fight against it.- Give VET educators tools that will enable them to provide their students with the knowledge they need to understand cyberbullying and its consequences.- Provide educators with tools and skills to assist their students in case of risk of cyberbullying, or if they know of a case of cyberbullying, to know how to deal with the situation.- Create tools that support social inclusion inside and outside the classroom and encourage the creation of a positive school environment in VET classrooms, using teachers, trainers and VET professionals as a channel for change and improvement.- Support the use of an innovative and digital approach to support pedagogical change in VET.- Provide trainers and students with tools to respond to cyberbullying, now that COVID-19 has led to an increase in cases- Support the continuing education of VET educators.- Promote the creation of VET classes in which tolerance and a positive work environment are ensured, both among the students themselves and between students and faculty.<< Implementation >>STAND UP will carry out a series of activities to meet the anticipated needs and achieve the objectives. To begin with, the project will carry out extensive dissemination of the project results to ensure that the target audience is reached. The project will use Facebook and Instagram as the main methods of dissemination, creating content of interest to both target groups in both cases, but focusing on reaching VET students through Instagram; the project profile will become an anti-cyberbullying information area for its followers, providing VET students with engaging and necessary content to understand how to fight cyberbullying.At the same time, the project will carry out its three main outcomes:- Creation of a training specifically designed for VET trainers on how to detect and fight cyberbullying in the classroom, with content specifically designed for potential confinement situations and online education. The teacher training will be supported by practical content that helps teachers understand how to act in each potential situation, and how to promote a trusting classroom environment that helps potential victims of cyberbullying to come forward and seek help.- Creation of training designed specifically for students, in the form of visual and clear content to encourage students to pay attention and understand the information contained. The training will provide the student with information on how to act in the event of cyberbullying, as well as behavioral tools for those students who believe they are witnessing cyberbullying. The content of this training will be summarized in visual posters that will be shared on the project's Instagram, to bring such content closer to the students. - Creation of a mobile application in which both the training content for teachers and the content for VET students will be available. The mobile application will also contain a database with contacts at regional, national and European level, a repository of useful resources available in the European Union (such as complementary applications, articles, reports...), and lists of factors that may denote a case of cyberbullying, to serve as a behavioral map in case of doubts of cyberbullying in the classroom.On the other hand, the project will carry out a multiplier event in each country, to ensure the dissemination of the results not only among the direct target groups, but also other sectors of interest, such as educational centers, training centers, language schools, relevant authorities, etc.<< Results >>The STAND UP consortium seeks with this project a series of results, mostly directly related to the fight against cyberbullying, but also focused on vocational training. On the one hand, STAND UP seeks to reduce cases of cyberbullying in VET education, through specific training that helps teachers and students to identify such cases, delimiting them and seeking solutions that help the victim to overcome the harassment suffered. In this sense, the expected result of the project is a clear knowledge about ways to act in case of cyberbullying in the classroom, and also ways of identification.In addition, STAND UP seeks as a result to provide users of its mobile application with the contact details of those regional, national and European agencies focused on helping victims of cyberbullying. Often, students who experience cyberbullying are not able to find such agencies, whereas it is natural for them to use a mobile application; by creating STAND UP's app, it will make it easier for them to access such content, promoting contact between young people and the agencies that seek to help them.It also seeks to result in the conversion of VET students into advocates in the fight against cyberbullying; the use of Instagram to reach the target audience hopes to result in aware users who not only help end cyberbullying cases, but also promote an anti-cyberbullying policy in their groups of friends.On the other hand, STAND UP will result in training content explicitly designed for VET teachers. The aim is to increase the transversal competencies and soft skills of VET trainers, giving them new areas of training that will be innovative in relation to the content currently available.Also in terms of innovation, STAND UP will seek as a result to mitigate the negative consequences that COVID-19 has had in relation to cyberbullying. Cases of cyberbullying have skyrocketed during times of confinement, making even more necessary tools that are specific to fight this type of bullying, and STAND UP seeks to solve that problem.The tangible products of the project (training content for VET teachers, training content for VET students, mobile application, project website and project social networks) will be focused at all times on achieving the aforementioned results.

"According to the European Skills, Qualifications and Occupations (ESCO), there are a series of group works considered as ""Elementary Occupations"" (EO) (ISCO-88 and ISCO-89: sales/service elementary occupation, agricultural, fishery, mining, construction, manufacturing and transport, cleaners, helpers, street/related sales, services workers…). While EO's relevant areas of work are increasing its demand, with a growth of 8% in 10 years that is expected to continue, most of EU countries is reporting a surplus of workers in EO. It is expected that between 2015 and 2025 around 11.8 million EO job openings will appear on the EU, especially due to retirement (CEDEFOP, 2018). However, most of EO workers hold low or medium level qualifications; one of the main issues in EO is the increasing impact of certain skills in the future of the occupations. The project consortium has studied the context of elementary occupation workers and the needs from that labour sector, reaching the conclusion of the need to provide learning on digital literacy in companies, allowing their workers to improve the employability and give them the opportunity not only to become competitive in their concrete labour market but also access new, higher job positions.DIGITAL GURU intends to provide SMEs, employers and HR managers with innovative methods for an effective workplace learning management. The main objectives of DIGITAL GURU are:- Improve the conditions of effective workplace learning, including voluntary engagement, extensive contact, study time, and sustained formal and informal opportunities for acquiring and improving skills- Improve digital and literacy skills of low qualified adults- Extend the supply of high quality learning opportunities tailored to the needs of low-qualified adults to enhance their literacy and digital competences- Progress towards higher qualifications- Attract adults who would not participate in other forms of learning- Improve job satisfaction on low-qualified positions- Reach people who are not normally involved in continuous education or training- Promote Education and Culture in Lifelong Learning to raise shared values, especially at the European Year of Culture HeritageThe main target of the project will be SMEs, employers and HR Managers who usually deal with Elementary Occupation workers and offer them training. This main target will receive training on how to provide digital skills to the secondary target, which are low qualified adults working on EO (according to ISCO division).All major expected results are listed & detailed in the Intellectual Output and Training activities of the DIGITAL GURU project and are part of:O1. DIGITAL GURU Methodological toolkit for employers/HR managers on how to foster encouragement and motivation for professional and personal development, by using on-the-job activities with low-qualified adults.O2. Curriculum Programme for employers/HR managers digital literacy skills development. O3. Innovative DIGITAL CLASSROOM LAB for PILOTING on digital literacy skills in-company for employee's in low qualified positions/elementary occupation (ISCO).O4. Creation of an online environment and assessment tool used by employers and employees for IO2 and IO3 innovative training programme and IO1 toolkit."