<< Background >>EU faces a huge challenge, the socio-economic inclusion of the increasing population of the target group of this project: Migrant Low Qualified Adults (MALQs)Eurostats: the EU unemployment rate was 7.3% in January 2021, up from 6.6% in January 2020. https://ec.europa.eu/eurostat/documents/portlet_file_entry/2995521/3-04032021-AP-EN.pdf/cb6e5dd6-56c2-2196-16b7-baf811b84a4fSituation gets worse in some of the consortium partners countries:Greece 16.5%, followed by Spain at 16.1%, Italy 9.9%. Situaion becomes really serious when focusing on the MALQ population: the EU-27 unemployment rate for people aged 20 to 64 years was 12.3 %, for those born outside the EU, 7.3 % but for those born in another EU Member State and 6.0 % for the native-born population. Diversity of the migrant community: Eurostat shows that EU migrant population growing rapidly in number and diversity. Practical and inclusion education is more important than ever.Eurostats: https://ec.europa.eu/eurostat/statistics-explained/index.php/Migration_and_migrant_population_statisticsThe Digital Inclusive Business School (DIBS) will support the EU and the Eramus+ program to promote and include vulnerable groups such MALQs by developing a holistic inclusive business and support. This mail goal will subordinate and inspire the totality of the projects results and outcomes.DIBS will offer a long-term and lifelong solution that will finally encourage the development of blended enterprises where migrants and locals will work together to create new enterprises.MALQs will then be capable to fully integrate socio-economically, breaking up exclusion barriers and the ghettos to finally enjoy and be proud of the migrant origin and full citizenship rights.Also, DIBS will set up the path to promote a Pan-European network of Business Inclusive Business Schools resembling top private business schools.Below you will find a list of MALQs main needs.- DIBS e-platform will address their limited study time during working hours as well as the lack of study habit. The platform will also break geographical barriers (a large percentage of the immigrant population lives in rural areas or the suburbs of big cities)- DIBS tailored content will address their specific training needs of their businesses - DIBS modularity will address the learning flexibility they need. - DIBS will include a digital module to address the need for digital training.- DIBS blended learning methodology will support their need to be mentored during the training. The platform will have a video conferencing capability to provide online coaching and mentoring. - DIBS will create a network of users to address the need for a supportive community and a marketplace of business ideas for migrants. - DIBS strong partnership combines top business education with organization working at the grassroots. This addresses the need for high-quality but tailored education adapted to their need’s indication.- DIBS will certify the study of their modules so they can get local recognition from training companies or universities. The certification will target integration and inclusion.- DIBS business case methodology will address they need to have practical content and practical tools to develop their business from the minute one.- DIBS sustainability plan will promote the creation of digital business schools all across Europe to create a network of sustainable business ideas and to raising public awareness about the opportunity of embracing migration into the social economic future of Europe.- DIBS will include a specific module about environmentally friendly businesses to address the immense and urgent need to fight against climate change.<< Objectives >>We will keep in mind the fundamental DIBS objective: the education of the Migrant Adults Low Qualified in business competences to facilitate their effective social-economic and cultural inclusion.We foresee forward-looking learning centers where low-qualified migrants have access to quality training as educated people do. Perhaps we are we might be a bring adults to university, however they will certainly be an example for their children who will be inspired to embark on the adventure of lifelong learning.We aim to be an example of a project worthy of recognition by Erasmus +. We want to encourage the further creation of public-private initiatives for the development of Inclusive Business Schools across the EUWe also want to be an example at international level of the inclusive EU policy with regard to migrants.We will do all this with a humble attitude of hard work and the pursuit of excellence in each of our actions.<< Implementation >>We will implement a logic model to achieve objectives and results. It is rational regarding the project planning, management, implementation and evaluation functions, as well as the knowledge generation and sharing. However it is creative in order to encourage creativity and innovation, parallel thinking and brainstorming how long is the project living room for process and methodology improvement Activity logic model: Activities> Inputs> Outputs> Outcomes> Impact: 1.Activities: The planned project activities and tasks to be accomplished will be described in detail2.Resources/inputs: Necessary data and resources to support the achievement of the activity. These include human resources, level of expertise, feedback and input from stakeholders etc3.Results: The desired/expected results that will be produced4.Outcomes: Identification of the short- and long-term outcomes expected/desired for the activity.5. Impact: Description of the long-term impact anticipated in local, national, European and international level as a result of the project, and how each activity will support the generation of this impact.The kick-off meeting will be the starting point for structuring the activities. The Steering Committee, Promotion and Quality Committee will be created. They will execute ongoing evaluations of intermediate and final results. Working groups will be created and activities will be distributed according to their strengths. The development of the website as well as the internal and external promotion of the project will be also initiated at this point to maximise visibility.Project results can be divided into 3 main areas:- Education of MALQs in entrepreneurial skills so they can leverage on their talents, improve skills from high- quality entrepreneurial training tailored to their needs. - Maximising the use of the content and results among trainers, coaches, social enterprises and social workers by training them in the effective use of the program.- Long-term sharing and promotion of results and teaching model inspired in higher education case-based model so that project activities will mentor the first 5 years of the entrepreneurial initiatives of this target group in order to facilitate the creation of inclusive businesses and minimise their mistakes. This will lead to the successful social economic integration of migrant adults low qualified. We expect and work hard so that our sustainability goal sustainability goal will be supported by public and Private local organisations and institutions working with MALQs as well as training companies. The partners actually want to create the DIBS locally and nationally.Consecutive Project Phases:a) Development Phase: design and development tasks and activities necessary the core project activities and results: - the mapping, through primary and secondary research, of the specific needs in terms of entrepreneurial education for MALQs but also the needs of educators and volunteers working with the target group in terms of the more effective support the socio-economic reintegration of MALQs; (Result 1)- the design and development of the modular capacity building program and the training manuals for educators (result 2)- Development of the online platform and the Inclusive Business Labs. (Result 3)b) Implementation Phase:- the pilot testing of the capacity building program and online platform- the organization of the project’s promotion and exploitation activities, such as multiplier events, website and social media platforms, informational and promotional material and press releases- the implementation of the multiplier events, final international conference and other and promotion and sharing activitiesc) Evaluation and Reporting Phase:- evaluation of the relevant activities and subsequent production of the relevant DIBS program- evaluation of the e-platform- evaluation of the Business Inclusive Labs<< Results >>The Digital Online Business School aims to be the first inclusive school for migrant adults low qualified. Our long-term goal is to establish one school in each of the countries of the European Union ideally in conjunction with universities.In order to achieve this, we have divided the work to do into three results.More information about this result is available on production of the results section.Result 1: DESK RESEARCH AND SELF ASSESSMENT TOOLTask 1.1 : To develop guidelines, common tools and templates for conducting concise research, combining documentary and field research components. Task 1.2: Online Self-Assessment Tool and Focus GroupsTask 1.3 State of the Art Report RESULT 2 - MODULAR AND CUSTOMISED CAPACITY BUILDING PROGRAMTask 2.1 - Development of the Training ModulesTask 2.2 Development of the training manual for trainers and toolkitRESULT 3 - INCLUSIVE BUSINESS LABS and E-PLATFORMTask 3.1: Preparation of the Inclusive Business Labs (IBLs)Task 3.2: Implementation of the IBLTask 3.3 Finalisation of the IBLsTask 3.4 Development of the online-training platform (OER)

<< Objectives >>The R(AE)L INCLUSION project is aimed at equalizing learning opportunities for adults with learning and behavioural difficulties and disabilities within adult education by providing support and training of adult educators who are facing difficulties in responding to their needs in the teaching process. The objective is to increase their capacity for successfully adjusting the teaching process to adults with disabilities to maximize their potential and achieve their goals.<< Implementation >>A training programme will be developed and piloted for adult educators through which they will acquire knowledge and develop practical skills for working with adults with disabilities. After the training, educators will go through a mentoring process where they will work on practical tasks and keep a reflective diary with the support and monitoring from their mentors. All materials will be available on an online platform that will be developed for other users to access and study the content.<< Results >>The main project results are:1)Training Programme for Adult Educators on working with adults with learning and behavioural difficulties and disabilities2)Virtual Mirror Toolkit-a set of practical tasks and an e-Diary for adult educators to improve their practical skills and reflect on their performance.3)Online Platform with, ultimately, 50 hours of Online Learning, Forum for networking and counselling, Virtual Mirror Toolkit, and Info pack for other users willing to undergo the training.

CONTEXTThe update of EU VET strategy is of utmost importance in order to ensure the implementation of the 1st principle of the European Pillar of Social Rights which says that “Everyone has the right to quality and inclusive education, training and life-long learning”. In this regard, VT Umbrella Organizations (EVBB / EVTA) believe that they should take action, creating the knowledge depository needed with e-learning modules, training methodologies and techniques, available to all -especially the regional, local and smaller VET providers, who do not have the opportunity to adjust to the new e-learning environment.Within this context, STEP 3 is an answer to the challenges related to the rapid transition to new forms of e-training in the VET environment. The 30 new training modules developed during are going to support the digital upskilling of VET trainers/teachers and tutors. The digital upskilling is going to be made within the DigiComp Framework (DigiComp2), covering all 5 areas of the Framework, namely: 1. Information and Data Literacy (VET Teachers / trainers) - 5 modules 2. Communication and collaboration (all target groups) - 8 modules 3. Creation of Digital Content (all target groups) - 7 modules 4. Safety (VET Teachers / trainers and Tutors) - 5 modules 5. Problem solving in digital environments (all target groups) - 5 modulesOBJECTIVES The following Objectives (O) are being adressed in the Project:O1: Reinforce the ability of VET providers to provide high quality, inclusive digital education.O2: Provide new upskilling OER (30 in total) for VET Teachers, Trainers.O3: Building capacity to VET providers to implement online, blended and distance teaching and learning O4: Develop high quality digital content, promoting innovative methods and tools for e-teaching and e-learning for the members of the two VET Umbrella Organizations and available for all O5: Promote and deliver networking opportunities among VET providers , achieved through the participation of the two largest VET Umbrella Organizations that team together (EVBB and EVTA)O6: Development of tailor made solutions adaptable at a Regional/Local levelPARTICIPANTS 1. VET providers particularly the smaller ones (regional or local level) who are going to have access to state of the art and tailored e-training modules, that they would otherwise not be able to develop. 2. VET teachers and trainers who are going to acquire better digital competences 3. VET Tutors and career counsellors, who will have access to ready to use software and e-modules in the form of OER 4. VET learners who are going to have a better learning experience in an e-environment.ACTIVITIES - METHODOLOGYIn STEP 3, based on the Needs Analysis and the identification of the Project Objectives and Results to be achieved, we have prepared a coherent project implementation plan, that includes: • 3 Intellectual Outputs, • 1 Joint Staff Training Event • 4 Transnational Meetings, including the Kick-Off Meeting • 6Multiplier Events, including a final ConferenceRESULTS - IMPACT The following results (R) and Impact are going to be achieved during and after the STEP 3 project is going to include: • Better understanding of the actual needs of VET Teachers and Trainers (including the VET Institutions they are representing) since EVBB and EVTA in total have more than 100 VET Institutions as members, from 34 different EU countries • Easier access to training modules for the upskilling of the digital skills and competences of Teachers and Trainers. • Better quality of learning content, complying the desing of the OER with DigiComp, the EU Framework for Digital Competences. • Increase of the learning experience for the VET learners, who are going to enjoy a better e-learning environment and better training solutions / techniques that will help them to be more competent in their professional life. • Increase of the accessibility to the OER through the large networking potentials emerging from the collaboration of two of the main VET Umbrella Organizations (EVBB and EVTA)LONG TERM BENEFITSThe project outcomes (30 training modules) are going to be included in the EVBB/EVTA depositories, awailable for the long-term to their membres and open to be accessed by all interested stakeholders. At the same time the VET teachers/trainers/mentors digital upskilling needs Analysis implemented under IO1 is going to serve as a reference point to other EU Institutions, including CEDEFOP and ETF.

"In an ever changing world, in which migration flows are continually being increased. As EU Cohesion Policy states, social inclusion is one of the eleven priorities for Policy in Social Inclusion in 2014-2030. However, many immigrant learners face problems, such as the following:-They do not possess the right skills, as well as education levels for today's VET sector-They do not know how to ""fit in"" in VET occupational profiles-VET programmes are not modernized and tailor made to their needs.In line with the above, ACTION project aims to identifies relevant good practices in the field of immigrants' employability, by designing an OER training programme which will tackles existing skill gaps of VET trainers and staff.ACTION is broken down into 4 core phases: 1st phase: The consortium will assess the current training programmes, offered to immigrant learners, by evaluating their impact on immigrants. 2nd phase: Having finalized all features that need to be covered in the design of a training programme for teachers, trainers and administrative staff, ACTION VET training programme is generated.3rd phase: ACTION will implement the aforementioned training programme to teachers, by organizing peer learning activities (i.e workshops, discussion seminars etc.). 4th phase: Trained tutors and staff will introduce immigrants into the training programme, in order to receive feedback on how to further enhance it.Based on the above, ACTION fosters not only social inclusion of immigrants, by improving their upskilling pathways, but also enhances the professional development of VET trainers and staff. As a result, ACTION offers a high quality VET, which not only be inclusive but also modernized and diverse.ACTION brings innovation and inclusive growth in VET sector, by also promotes collaboration of VET Institutions and training organizations, specialized in the field of immigrants' training and employability. Within this context, ACTION project incorporates Sustainable Goals of Sustainable Development, by fostering cooperation and partnerships among different stakeholders and by leaving no one behind."

CONTEXT/BACKGROUNDOur project aims to cover the gap between traditional nurses dealing with cancer patients and the younger generation in terms of digital literacy, through education and training in ICT & digital applications, as well as to modernize the services provided by designing a fresh market-driven Curriculum offering the soft and psychological skills required to respond to the needs of this special demographics group and their families. The target groups involved and benefited are: • Traditional nurses, especially those working with cancer patients, through the tailor Curriculum designed to provide them with all the skills required for a successful career in the industry.• Cancer patients, their families and beloved ones, due to the superior services they are going to receive from highly trained, certified professionals.• Enterprises specialized in cancer treatment, by having access to a fresh pool of well-trained candidates with a set of skills responding to their needs. • States and regional governments, through the improvement of services for their citizens, training of the workforce and development of an ICT-driven approach with transferable applications to other sectors OBJECTIVESThe objective of PsychONskills project include: • O1: Provide a renewed skillset on ICT, digital and soft skills that are needed to meet the increased demand to highly qualified nurse practitioners.• O2: Enhance cancer care providers’ soft and psychological skills, improving their communication and psychological care for patients.• O3: Design a competence-based Occupational Profile for Nurse Practitioners facilitating the transition from the provision of unregistered nursing services to a formal nurse system.• O4: Enhance employability and restrain undeclared work through officially recognized Training.PROFILE OF PARTICIPANTS We have identified four different categories of participants:1. Individuals (General Care Nurses) Participating in Training Activities2. Participants in the Multiplier Events3. Participants during the implementation of I.O.s4. Followers on the Internet and social mediaParticipants are going to be identified through partner’s networks. The selection is going to be based on:• A stratified sampling method, embracing all variables and different categories of participants• Equal representation of men and women• Representation of all age groups• The intention to include samples both from the informal - atypical and formal nursing sector• The actual and different needs of patients with cancer, so that we include participants from the whole spectrum of needs (i.e. mental, physical).METHODOLOGY AND ACTIVITIES USEDIn PsychONskills, based on the Needs Analysis and the identification of the Project Objectives and Results to be achieved, we have prepared a coherent implementation plan that includes:•4 Intellectual Outputs•1 Joint Staff Training Event•5 Transnational Meetings, including the Kick-Off Meeting and the Final Conference•6 Multiplier Events, including a final ConferenceRESULT AND IMPACTResults expected to be achieved during and on the completion of the Project include:• Result 1: A deeper understanding of the new emerging needs in the sector is going to be achieved, and coherent policy recommendation against undeclared work is going to be presented. In combination with a solid and detailed Training Needs Analysis that is going to be implemented, we are going to provide evidence for understanding the nurse practitioners and the needs of cancer patients and their families.• Result 2: An Identification of skills mismatches in the nursing sector• Result 3: A Tailored analysis of ICT related skills mismatches in the nursing sector• Result 4: Development of the Training modules Outline using DACUM and design workshops at country level• Result 6: A Certification of Nurse Practitioners in an emerging area – ICT and psychology skills for clinical psycho - oncology is going to be developed and available in all participating countries.• Result 7: Further cooperation among our partners and the Health Professionals as well as other stakeholders we will reach through our dissemination events. LONG TERM BENEFITSLong term benefits include: • Nurses will acquire greater confidence and be better prepared for work in the sector • Teachers or tutors will acquire greater confidence in delivering skills curricula in order to prepare learners for work in the sector• Better understanding and appreciation of European best practice in live performance skills provision and policy • Stronger recognition of cross-sector working between the private, public and third sector (incl. education and industry) • Greater mobility opportunities facilitated as a result of the development this curricula.