4 EXPORT intends to stimulate the use of interdisciplinary apprenticeship as a tool to boost internationalisation, promoting the entrance of young, skilled employees in SMEs who can take care of internationalisation activities through interdisciplinary apprenticeship education. 4 EXPORT wants to provide them with the tools to implement efficient and high-quality interdisciplinary apprenticeship programs that promote internationalisation.Internationalisation is a quite common topic of discussion in nowadays’ education; however, most of the times it refers to the internationalisation of the education, rather than learning about internationalisation. While it is easy to find information about this first topic (e.g. Building knowledge on international cooperation in VET Report, EC), finding courses devoted to assisting the internationalisation of firms becomes rather complicated in VET education.Yet, internationalisation of EU countries accounts for 1/3 of the world’s exports, and especially some of the partner countries (Italy, Spain) account next to FR, UK and GE for around 20% of the world’s exports (and 56% of EU). It is necessary for EU companies (especially SMEs) to find suitable workers who are able to help them go through the internationalisation process effectively. Hence, it is necessary for students to have the possibility to learn about internationalisation before entering the labour market, in order to provide them with tools to help organisations in this task. On other terms, interdisciplinary apprenticeship has been proven to be a key way to add to a company an innovative perspective of the work to be done, as well as to become a benefit because the apprentice learns how to work in the company and becomes a useful employee later on. Entering in a company as an apprentice rises the loyalty when becoming an employee, increasing the efficiency and willingness to work for the company.The purpose of 4 EXPORT is to help the current international position of the EU by providing keys to help students learn how to boost international competitiveness. The partnership will create a MOOC and web platform in which workers with experience in internationalisation and will provide participants the latest innovative capabilities and skills related to interdisciplinary apprenticeship in an international environment.

CONTEXT: In December 2016, the youth unemployment rate was 18.6 % in the EU-28 and 20.9 % in the euro area, compared with 19.5 % and 21.8 % respectively in Dec.2015. In Dec.2016, the lowest rate was observed in DE (6.5 %), while the highest were recorded in GR (44.2 % in Oct.2016), ES (42.9%) and IT (40.1%). In RO, the youth unemployment was in the first semester of 2016 of 21,8% and in the UK is 14,6%. As it can be seen, in the project partners ‘countries (RO, IT, ES), the youth unemployment rate was higher than the one at EU level, the only one with a more stable situation in the last period is UK. One of the reasons of Social exclusion is the low level of education, this being applied in different areas. 35 % of adults with at most lower secondary educational attainment was at risk of poverty or social exclusion in 2014 and overall, 9.5 % of the working EU population was at risk of poverty in 2014. The project will answer to this problem, by developing and offering training sessions on digital alphabetization, that will help the youngster better fit to the social and labour market needs. OBJECTIVES: OBJECTIVES AND TARGET GROUPS The project aims for the DIGITAL ALPHABETIZATION for 80 YOUNGSTERS WITH EDUCATIONAL DIFFICULTIES and disseminating the project results to a no of at least 220 persons, by developing a dedicated Training package (with its own Handbook and Assessment tool) and a Social learning platform, piloting 4 training Barcamps in this topic (one/country), and 1 workshop (5 days, in Spain). NUMBER AND PROFILE OF PARTICIPANTS: The target group will gather at least 300 persons: • 80 Youngsters with educational difficulties in the Pilot course (20 persons/country) • 220 (at least) Decision makers, Experts, specialists, professionals- as results of the dissemination activities DESCRIPTION OF ACTIVITIES: The project will generate a training package in Digital alphabetization of the youngsters with educational difficulties. A test of the training tool will be organized in Spain with 3 participants from each partner country. A social e-learning platform will be created, in order to ensure the proper future training of the youngsters. Then, a Handbook for Digital alphabetization will provide complementary information to the course developed. The final IO is the Assessment tool and recognition of learning outcomes, that will assess and validate the learning progress of trainees who have participated under the training course (IO2) and have gone through the e-learning platform experience. We will have 4 Digital alphabetization Barcamps (ME). The project will have a specific activity on Monitoring and Quality assessment and transversal activities will also be implemented: Project management, Dissemination and exploitation of results. METHODOLOGY TO BE USED: The project coordinator will ensure the smooth communication flow between partners. To legally ensure the successful realization of the project, a consortium agreement will be signed by all project partners. The lead partner will create a steering committee-SC (1 delegate/ partner), who will be responsible to report to the project coordinator and to the management team all the financial and administrative tasks of the partner. The SC will meet face to face 4 times, monitoring the development and progress of project's activities with the partners responsible and coordinating each project components (2 evaluation reports). A SHORT DESCRIPTION OF THE MAIN RESULTS: The project will achieve as main tangible results: - A Social e-learning platform - A Handbook for Digital alphabetization will provide complementary information to the course developed - An Assessment tool and recognition of learning outcomes that will assess and validate the learning progress of youngsters with educational difficulties who have participated under the training course (IO2) and have gone through the e-learning platform experience - 4 Digital alphabetization Barcamps (ME), one in each partner’s country - 1 Training - a 5-day workshop organized in Valencia, Spain for the youngsters with educational difficulties. IMPACT ENVISAGED: The impact that this project aims is rise the digital alphabetization skills to the youngsters with educational difficulties, with the purpose to make the transition from a lack of knowledge or low skills stage to a complete social inclusion, upgrading the competences needed on the work market, in a transnational approach. THE POTENTIAL LONGER TERM BENEFITS: Once the project is finished the expected impacts will continue. The main tools that will ensure this are the Facebook profile, the eLearning platform and the partners’ web site with project information. These tools will survive the project at least 3 years after it is finished. The training courses, the Handbook and the Assessment tool and all the other project materials, will be available from these tools also after the project life.

Background: The project deals with the problem to find a job in another country which is derived from culture and ethnic differences. It aims to eliminate these barriers, providing equal opportunities to remotely attend a series of consulting courses through an innovative platform, and therefore facilitating the transition to world of work. In detail, the project aims at providing people with different age and economic backgrounds with the opportunity to explore the techniques of interview, through an innovative virtual world environment, offering high quality learning opportunities for unemployed and misemployed adults to adapt to different working environments and interviews.Main objectives: To explore and apply traits of multicultural interview behaviours and diverse ethnic characteristics into the simulation learning tool to maximise the skills and the competence of Europeans; to eliminate physical barriers and create equal opportunities for adults from heterogeneous ethnic backgrounds to collaborate, broaden their views and mind, exchange ideas and engage in constructive dialogue; to provide the opportunity to adult learners to adapt to diverse working environments, and interviews; to influence, motivate, and provide the opportunity to interested stakeholders to utilise and extend the scenarios, and deliver a scalable and expandable open source virtual learning tool in terms of functionality and learning material.Participants: 1) University of Cyprus (coordinator) - Higher education institution (tertiary level) participating in the project through the SEIT Lab, an integral part of the Department of Computer Science 2) Computer Technology Institute & Press Diophantus - Research Institute/Centre, a research and technology organization focusing on research and development in ICT with particular emphasis is placed on education, such as developing and deploying conventional and digital media in education and lifelong learning 3) Business Foundation for Education - Non-governmental organisation/association/social enterprise is a Bulgarian NGO with the mission to facilitate the development of the civil society through initiatives that enhance human resource competitiveness and contribute to economic development and prosperity. 4) FYG Consultores - SME, specialized in entrepreneurship, Strategy and Internationalization of start-ups and SME’s. Main activities: IO1: Reviewed most popular theories of job interviews tips, techniques and case studies; defined learning activities specifications, the pedagogical approach and the conceptual model; specified the interview scenarios (questionnaire with 144 participants was used in this process). IO2: Development of 7 interview case scenarios in English based on the results from IO1 and tutorial/guidelines which explain the case scenarios, thus guiding the interviewees and interviewers in the procedure of executing each scenario. IO3: A virtual learning environment was developed based on Opensim, a open source 3D technology which was chosen from the Study on 3D virtual world’s platforms and technologies. The interview scenarios are simulated in the 3D virtual environment and all required information for the users are available in the welcome area of the VW platform. A detailed manual of the platform as well as a Demonstration video is also available.Impact: Maximize competence and skills of European adults in self-presentation and job-preparation related skills; create opportunities for adults from different ethnic and cultural backgrounds to come together in constructive dialogue and exchange ideas; eliminate geographical barriers by providing equal opportunities to adults in distant areas across Europe to engage in participation; motivate and encourage adults to relearn and collaborate via a learning-by-doing approach and learner-centred means; increase the understanding of Europeans about the variations in interview cultures across EU nations to boost self-performance and maximize employment potential in the EU job market; expand interview skills and cultural awareness of participants; enhance the immersive experience and expand on the pedagogical techniques and theories to educate and expose individuals to numerous realistic and student-centric scenarios thus better visualizing real interviews and strengthening preparation skills.Long-term benefits: For future and interested stakeholders, national communities, etc. to adopt the learning material proposed and evaluate the pedagogy approach and its influence, the didactics, and the virtual learning environment to expand its value and its use and thereafter to sustain the life and the prosperity of the project itself. It is expected that the embodiment and re-use of the tool will maximize the number of the European participants leading to a wider and long-term educational and life-long learning training process where cultural awareness on interview, competencies, skills and techniques is achieved and enhanced.

<< Objectives >>Our aim is build a bridge between generations X, Y and Z, which will enable smooth communication, mutual insipiration and experience Exchange. We move the across-generations dialogue from the sociological and political level at the practical level of work teams cooperation. Cooperation across generations on the job is the driving force behind the labor market development. We will contribute to a positive perception of diversity across genarations and its use in work teams.<< Implementation >>We describe the topics and training needs of generations X,Y,Z in terms of work environment. We create the online xLearning platform for each generation with tailored contents and training methods. We will pilot the whole methodology with 80 participants. We develop innovative approach, how to share experiences and inspire each other with own positive attitudes in work teams. We will create an online platform that will allow HR experts, trainers and employers to use the created procedures.<< Results >>- attractive to reader and user-friendly description of generations X, Y , Z behavior in work teams;- Tailored development program for each of the generations- innovative methods of communication and cooperation of generations in work teams- online platform, including best practice and digital tools- higher sensitivity of generations to positive values and attitudes of other generations on the job - effective exchange of experience and know-how between generations in work teams

The project idea came from the analysis of the personalised learning in the current European environment, and European national policies. Project partners noticed that there was a little focus on the personalisation of learning for adults, especially in informal environments. In view of the situation, the aim of PLGE project was to provide language teachers with a set of innovative tools in an individual platform, along with the skills and knowledge to be able to offer adult learners high quality, personalised learning opportunities in adult, group language courses. The objectives of the project were to:1. Form a holistic and innovative methodology and strategy to personalise for use in adult language learning environments, design and create a series of intellectual outputs.2. Increase the capacity of L2 language teachers [second language teachers] and educational staff to be able to apply the personalisation techniques currently being used and developed in public sector teaching, in adult learning environment.3. Increase the capacity of L2 language teachers to be able to offer high quality learning opportunities.4. Apply the benefits of personalised learning in an innovative way and in a different context: for adult learners, studying in group environments.The partnership consisted of language schools (Eurospeak, FORIUM) and adult education organisations (CWEP, FYG, QMED) also dealing with disadvantaged learners. Each member in the consortium either provides language courses or cooperates with language trainers and in addition, CWEP has IT expertise sufficient for development of digital part of the intellectual outputs. The direct target group of the project were language teachers and indirect target group were language learners, especially disadvantaged. The project directly involved over 2000 participants. The main undertaken activities in the project included work on the main results, meaning that the activities included searching for differentiation methods and techniques, for most frequently used LNA and ILP templates and OERs, work on content, digitalizing the materials and their extensive testing and improving. Important activities included quality assurance and dissemination of the outcomes in order to assure their exploitation also in other EU countries and other fields. The dissemination included Multiplier Events. The results of the project include tangible results which are three main intellectual outputs: IO1: Handbook/Guide on Differentiation (Differentiated Instruction) in L2 Learning Environments – handbook/guide based on the successful use and implementation of differentiation techniques in group learning environments, IO2: Standardised Modular ILP (Individual Learning Plan) Framework for L2 Learning Environments – a framework for designing ILPs based on student/class demographics, interests, initial level of knowledge etc.IO3: Interactive Electronic ILP and e-Learning Resource Platform – an automated type system, through which teachers and students can both log in to see their progression, short-term and long-term goals. It includes Interactive Electronic ILP System and Electronic Resource Library. Besides intellectual outputs, the project created dissemination materials (website, social channels, leaflets, newsletters, articles, presentations) and working materials including plans and very important intangible results in the form of benefits for direct and indirect target groups, participants and participating organisations. Among others, these are: increased capacity of L2 language teachers and educational staff for applying personalisation techniques, increased ability of adult education providers to offer high quality learning opportunities, increased awareness about various differentiation techniques of teachers, learners and stakeholders, and more effective work of teachers and learners as knowing which techniques makes their work more effective, improved awareness of self-study, long-term goal setting skills and ICT skills of learners. The impact of the project exceeded the expectations. It can be seen in partners’ organizations, their staff and learners, L2 language teachers, operators in the field of adult education. The most important is that all who participated in activities or at least heard about its results, have better awareness about the effective ways of teaching/learning the second language and available tools that can help in rising skills. Moreover the usage of the PLGE results itself helps in increasing ICT skills.