"Persecution, conflicts, human rights violations and climate changes continue to force people to flee their homes and seek safety in the EU. In 2018 only, an estimated 634700 asylum applications were registered compared to 728400 in 2017 and 1.3 million in 2016 (Eruostat:2020). This number will potentially grow due to the changing politics of Turkey and as aftermath of prevailing Covid-19 crisis, which will lead to worsening economic conditions for refugees globally. Many are here to stay and the European Union needs to ensure that they enter the labour market and become self-reliant as quickly as possible. However, despite diverse educational backgrounds, working experiences and reasons for coming to the EU, migrants tend to have worse employment outcomes in comparison with native-born citizens. In 2018, the EU unemployment rate for people aged 20 to 64 was 12.2 % for those born outside the EU, 6.1 % for the native-born population and 6.8 % for those born in another EU Member State. NEEDS OF THE TARGET GROUP In this context, both research and practice suggest that Vocational Education and Training is recognised as a key aspect of integration as it fosters employability either in general terms or through enhancement of specific language or work skills (Duke et.al “Refugee resettlement in Europe” (2010); European Commission “Handbook on Integration for policy makers and practitioners” (2007). It is also recognised that VET needs to stay a jour with the ongoing changes to meet the Labour market (employers´) and refugees´ needs. In its report from 2016 “Vocational Education and Training: Bridging Refugee and Employer needs”, CEDEFOP states: “Considering the growing numbers of refugees there is a need to upscale, adapt and reinvent VET programmes.” However, while there are many efforts put in adapting VET concerning accessibility, broadening the provision and individual guidance for refugees in all EU countries, the competence-development and support of VET trainers/teachers/counsellors is still limited. According to CEDEFOP, it is vital to provide VET professionals with knowledge/tools/support for creating high quality VET programs. It is insufficient to merely focus on teaching specific working techniques and behaviour while neglecting other work-related skills, just like communication skills, team-work or other soft skills. VET professionals rather have to be able to communicate and teach values, concepts and realities that are relevant in their companies and the contemporary society, e.g. skills and knowledge to avoid misunderstandings and conflicts due to different cultural backgrounds. Consequently, many VET professionals often struggle with high jobs demands leading to stress and burnout. This, together with the fact that they encounter students suffering from multiple traumas related to pre-flight or flight situations might contribute to compassion fatigue. In her qualitative research study ""The experience of staff working with refugees and sylum seekers in the UK"", Helen Liebling confirms that 75 % of professionals including VET trainers/counsellors express need for ongoing training and counselling for coping with compassion fatigue as well as support in development of the intercultural competence.To sum up, while there is a great number of solutions concerning inter-cultural communication developed for trainers in in-formal and non-formal education at NGOs, formal VET programs still lack this aspect. The concept of compassion fatigue is mostly applied for staff in social work and is unfamiliar for formal VET training. OBJECTIVES The main objective of SEP project is to create a hands-on a learning program for sustainable engagement of VET-professionals working with migrants to prevent Compassion Fatigue and to foster Inter-cultural Training. Intercultural capacity building of VET-trainers and counsellors will support them in developing the capacity to make teaching/counselling more responsive, flexible and divergent to accommodate the variety of learning needs and educational expectations of the diverse cultural and ethnic groups of students. Tools for recognition and prevention of compassion fatigue will contribute to less burnout and stress.Enhancing social and economic integration of refugees and migrants is a problems across all EU countries, and although the issue needs to be solved at local level with the local communities, finding solutions which work is a transnational challenge. The transnationality is vital to learn from each other experiences in how different countries address the type of activities as proposed by the project and generate mutual learning in relation to how the professionals working with refugees and migrants upfront the challenges of empowering and creating a sense of agency among their “clients”. The different views and perspectives of stakeholders from different EU regions are exchanged, analysed and applied by their representatives in the consortium."

<< Objectives >>SEE-VET objectives: a) To help VET Professionals to Understand and implement Social and Emotional Education (SEE) frameworkb) to create a repository to help VET Professionals Experience a SEE environment first-hand and continue generating a culture of SEE in their own institutions.c) to provide VET teachers with innovative knowledge and competencies on how to increase their students' motivation to learn, practice, and work; d) to contribute to increasing achievement levels among VET students<< Implementation >>The activities are divided in:≠ A1 - Project management which includes coordination; reporting; monitoring and quality assurance; dissemination activities; exploitation.≠ A2 – Design Phase which includes the definition of Course Learning Objectives, the creation of the Course Syllabus and Course Methodology≠ A3 – Production/ Development Phase which includes the creation of the Course Learning Content for four e- Module, Course Online Environment and Course Assessment and Validation process.<< Results >>SEE-VET expects to improve VET Teachers' and Students' emotional and social literacy, as well as self-awareness, empathy, resilience, and assertiveness. Under the five SEE lenses, SEE-VET will favorably influence VET teachers’ professional growth, will help them develop their own set of skills, while supporting their students' social and emotional well-ness and foster students' proactive attitude toward the VET system.

CLIVE aims to provide a response to a set of needs directly related to needs of the participating VET colleges and the demands for modernisation of the educational systems in Europe. NEED FOR CHANGE IN COLLEGES & TEACHERSVET colleges have a responsibility to provide their students with education that will enable them to acclimate to an increasingly globalised, competitive and complex environment. In such an environment, creativity, the ability to innovate, a sense of initiative, entrepreneurship and a commitment to continue learning are just as important as the specific knowledge of a given subject. Current training and education does not meet the demands of organisations and companies for employees with innovative, problemsolvingand entrepreneurial capacities. Policies that embed creativity and innovation in VET college curricula is lacking. OBJECTIVESThe project aims to address these needs by providing VET school teachers, with the skills and competences to embed innovation and creativity in their teaching activities, and thus enable them to prepare their students better for the labour market.Specific objectives are:- Define the skills and competence framework needed for embedding creativity and innovation in VET education.- Develop an accessible and user-friendly support platform based upon the needs of teachers and schools, for access to creativity techniques, their related digital tools, best practices, examples and testimonies.- Enhance the take up of creativity techniques and the related digital tools by giving the VET teachers, their institutions and relevant stakeholders guidelines on mainstream this in a coherent and comprehensive manner;- Promote community where teachers and other interested parties can share knowledge and experiences, and which sustains the project results beyond the project duration. PARTICIPANTSCLIVE outputs are directly aimed at: VET education teachers and teaching staff and VET colleges management and board. Indirect target groups of the project are VET students (final beneficiaries) and policy makers, educational and creativity experts. ACTIVITIES & RESULTSDuring the lifespan if the project, the consortium will undertake several activities, ensuring that VET school teachers gain skills and competences to embed innovation and creativity in their teaching. CLIVE will develop the following tangible products:- IO1 CLIVE curriculum: learning objectives for teachers with regards to skills, competences and knowledge about creativity techniques and related digital tools and their practical application in the classroom, and on different subjects or courses.- IO2 CLIVE training: learning content and evaluation methodology for the training of the VET teachers. - IO3 CLIVE Online Environment: an Open Educational Repository which is a recollection of materials, such as digital resources, exercises, worksheets, description of learning activities, case studies, etc., which the teachers, once they have successfully completedthe IO2 training programme, can use in their teaching activities.- IO4 CLIVE Ecosystem Toolkit: Handbooks, guidelines, policy brief, roadmap, etc. for the different target and stakeholder groups of the ecosystem of VET educational systems in the participating countries and in Europe. To ensure full take-up and mainstreaming of the project results, the stakeholders belonging the VET educational ecosystem need to acquirespecific knowledge to be able to understand and take the results further and actually mainstream them into their regular activities and practices. METHODOLOGYIn line with the essence of CLIVE approach itself, we aim to fully engage all project partners and create a positive and mutual spirit within the consortium. The project is a true Strategic Partnership meaning all partners provide their key input that contributes to the realisation of the project goals and concrete deliverables. IMPACT & LONG TERM BENEFITSThe fundamental change that the project wants to contribute to is the strengthening of VET teachers so they can provide better education to students and thus equip students better for the future working live. In addition, the Impact that CLIVE desires to create is the achievement of local communities of enthusiastic VET teachers and VET board around the topic of creativity techniques.

The last few years European Union swims in unchartered waters and struggles to find answers on the following crucial and interrelated issues: how to achieve co-creation, how to apply open innovation and how to deal with the rippling effects of the economic crisis. Millennials’ needs seem to be more apropos than ever with flexibility, autonomy, alignment, and collective ownership be some of the core principles of their preferred way of working.In addition, European Commission wants to create an Innovation Union by increasing investment in knowledge, promoting better funding for innovation and effective use of resources clearing out that “The method should be “frugally” innovation, i.e. using minimal resources by developing highly innovative business models that can do much more for much less.”Rapid digitalization and technological skills obsolesce have also raised concerns about the extent to which the EU workforce is adequately prepared for the fourth industrial revolution. And this is mainly because the millennials (considered as innovation generators) either refuse to work on the current SME’s or quit their jobs in less than 3 months.So the question raised is how today’s workplace strategies can bridge the culture and approaches of old organizations with the “new” employees? The answer might come via a learning methodology based on the Chaordic Leadership Approach principles, a combination of the words chaos and order, meaning a state in between that adapts the principles and properties of both.MILC is a conceptual contribution about a new framework for developing Millennial performance under turbulent conditions, based on the Chaos lens. The main goal is to help individuals and organizations rise to the occasion by unlocking Millennial’s potential based on what leadership means to them and how the principles of Chaordic Leadership Approach can match and cultivate the Millennials Way of LeadershipThe main objective of MILC project is to create a learning approach that will equip the Millennials with the 21st Century skills in order to practice leadership based on their way of thinking and behavior and will facilitate innovation support activities to ensure Millennials understand and take advantage of the opportunities offered by new Innovative concepts, methodologies and approaches. Specific objectives of the proposed project are:a) develop innovative approaches for adults, through cross-sector networking and activities, b) develop and deliver training based on the Chaordic approach and c) affect the work-life balance of employees and thus lead to the increase of the sustainability of EU organizations.The above will be achieved through 3 IOs that follow a logical workflow approach which starts with the definition of the competence framework, moves to the Definition of the core skills and competences and concludes with a Handbook of Millennial Skills (IO1). The Handbook then it used as basis in order to formulate a) The Handbook on Chaordic Leadership approach that will highlight everything that is needed to apply a leadership model successfully and b) how to implement a chaordic learning process and methodology (IO2). The effort is combined and elevated via the MILC Learning Hub (IO3) that will present everything created in order to promote ongoing knowledge exchange.MILC will integrate a wide range of affected parties such as owners and employees (Millenials), either at the decision-making level or really close to become ones, business associations, support and intermediary organisations, non-profits and non-governmental organizations, public bodies and research Institutes, HE, organisations influencing or supporting Entrepreneurship, policy makers and trainers, and collaborative ventures between leaders and Millennials to co-create value for social and open innovation.The fundamental change that MILC wants to contribute to is the strengthening of the working environment by developing the chaordic innovative approach for Millennials through cross-sector networking and activities and support the improvement of work-life balance in organizations so Millennials can better perform to the future working live.MILC will not only bring innovation, but it will also revolutionize the Millennials way of leadership in a core part of EU.

<< Background >>The economic impact of COVID-19 in the EU is undeniable, with the non-essential retail and commerce, as well as hospitality and cultural sectors as the ones most affected by restrictions. According to a study by www.dbk.es, these are not expected to recover before 2024. This has aggravated the situation for many, which were already in difficulties due increased online shopping (with competing large players) or the upcome of malls on outskirts.While the situation is difficult there is hope for the future, an analysis done in LETZ RETAIL on changing consumer behaviour due to COVID, has shown that 36% of the respondents increased their online shopping and 61% intend to buy more from small local businesses, but most importantly online presence would encourage 90% of consumers to buy from small local businesses. This is confirmed by research from the University of Gallen, which estimates that online commerce will grow annually with 15% and represent 30% of total retail sales in Europe in 2030.The combination of increased interest and willingness to buy from local businesses (and support them) generates opportunities for those capable of providing an answer by “going online”. In LETZ RETAIL ONLINE we understand this as the process to transform business processes to position, market and sell their products and services online, in a (cyber)secure way.The small businesses from the retail, commerce, hospitality and cultural/creative sectors, that want to embrace digital and start their “going online” process need innovative solutions and technologies to cater for their newly launched omni-channel offering, which go beyond the standard offers, of the larger IT providers. They need fresh-thinking, fast response and close connections which small businesses, start-ups and entrepreneurs from the digital sector can offer them. The project addresses the space of intersection and intense cooperation between both sectors needed. The main objective of LETZ RETAIL ONLINE is thus to create a learning programmes which gives the owners, managers and staff from small businesses from the retail, commerce, hospitality and cultural/creative sectors (from now on “small commerce” sector) and the small businesses, start-ups and entrepreneurs from the digital and ICT sector (from now on “small digital” sector), the knowledge, skills and competences to co-create, co-design and collaborate for the digital transformation of the first, allowing them to “go online” in an cost-effective, efficient and secure way.<< Objectives >>The “small commerce” owners, managers or staff in general have low levels of digital skills and a lack of knowledge on the part of managers and owners about the advantages offered by digitalisation in the current context. This generates resistance to “go online” and consider the costs as an investment which will generate return. Campaigns from interest organisations and efforts from public bodies (e.g. through grant programmes) are insufficient to bring about the transformation of the sector. Changing the perspective and perceptions is achieved through positive experiences and success stories, and feel that those providing the digital solutions are partners in the transformation process, accompanying and being an active part of it (something which the larger providers, focussed on more standard solutions do not offer).Small businesses, start-ups and entrepreneurs can provide this flexible, customised, “up-close-and-personal” approach the “small commerce” businesses need. Co-creating, co-designing and cooperating is key for designing workable, viable and usable solutions. By doing this, this “small digital” sector can tap in on the expected boost in online commerce, and in booming areas such as customer service and interaction (from pre- to post-sales) as a customised shopping experience is becoming ever more important, but also (cyber)security. The COVID crisis is expected to induce persistent changes in society and consumer habits or needs, which can, uncover valuable business opportunities for the “small digital” sector that are able to anticipate these changes, e.g. demand for commerce, which can change value chains and transform sectors. The cooperation with the “small commerce” sector, allows to peak into the reality of different sectors, and different needs, and spark the new/innovated ideas, products or services, even for business beyond this sector. With a deep need for continuous innovations and improvements in the very fast developing tech world, this is key to survive, remain competitive and grow.<< Implementation >>Three projects results are developed:PR1 - LETZ RETAIL ONLINE Curriculum, which defines the skills and competence framework, learning objectives and curriculum for the LETZ RETAIL ONLINE programme for co-creation, co-design and collaboration between the small businesses, start-ups and entrepreneurs from the digital sector (from now on “small digital” sector) and the ones from retail, commerce, hospitality and cultural/creative sectors (from now on “small commerce” sector), for the latter to go online..PR2 - LETZ RETAIL ONLINE programme, develops a validated learning content & assessment method, and adapt the existing e-learning space for the LETZ RETAIL ONLINE programme for co-creation, co-design and collaboration between the “small digital” sector and the “small commerce” sector, so the latter can go online in an efficient and secure way, digitalising the related processes.PR3- LETZ RETAIL ONLINE action plans, which elaborates an action plan approach and templates for the small businesses of the two targeted sectors (“small commerce” and “small digital”) to design, implement and monitor the in the co-creating and co-designing of the solution, and the specific activities and effort needed to implement it in a collaborative way (Small Business Action Plan) or to initiate a co-creation, co-design and collaborative process between the LETZ RETAIL ONLINE sectors, and bringing the “small commerce” sector online (Business Hub Action Plan).These are presented to the target groups and stakeholders in the connected multiplier events.<< Results >>LETZ RETAIL ONLINE (LRO) capitalises upon the results from LETZ RETAIL, adding on specific materials and content related to doing business on-line. The combination of both into one single space provides a learning programme in the field of non-formal continuing education for small retail, commerce, hospitality and creative/cultural businesses to help them upfront the challenges and difficulties they face related to the challenges mentioned before. The materials and content developed in LETZ RETAIL ONLINE give them the knowledge, skills and competences to apply the co-creation, co-design and co-working skills acquired in LETZ RETAIL to design, implement and monitor a solid and sustainable strategy for taking maximum advantage of the digitalisation of their businesses. One of the outcomes will be the development of concrete actions plans to do so, customised and adapted to each particular situation and context.