The #GetInvolved project develops material to promote democratic attitude and active citizenship in the VET, aiming to cause a wider change in thinking throughout the European society. The planned products shall empower teachers/trainers, students and VET-Institutions in living democracy, participation, antidiscrimination and social engagement. What circumstances led us to develop #GetInvolved?Over the last decade, Europe is struggling with growing populism and EU scepticism among political elites and citizens. In nearly all Member States (right-) populist parties gained voters in local, regional and national elections. The public discourse moves to the right and studies show that although people declare themselves in favour of democracy and diversity right-populist opinions solidified in the midst of society. Ever since the Brexit it came clear, that a lot of citizens lost trust into the political system and their representatives. Further, nationalist resentments, racist attacks and especially the open hostility towards asylum seekers in the European society show that also the European values and human rights, which the EU was always proud of, are in danger. How is #GetInvolved helping?Our project is addressing named issues as it aims to offer an approach for promoting democracy and active citizenship in the VET. The VET sector hereby reflects society at large: what is happening to students, trainers or co-workers is a direct effect of social trends. Establishing democratic thinking, participation and awareness of discrimination in this field helps to strengthen common values in the society in general.Therefor the project is developing 4 Intellectual Outputs that will empower teachers, trainers, students, staff members and VET-Institutions to build democratic structures and attitudes within their learning and working environment such as in private life. Empowering hereby means to provide them with necessary democratic competences: what kind of discrimination does exist and how do we recognise it? How can we participate in decision-making processes? How can we shape our social environment and take responsibility? How can we build up an open and democratic work environment? In concrete, what Outputs and activities is #GetInvolved developing?Based on a State of the Art Analysis the partnership will develop the following Intellectual Outputs:1)Train the Trainer Workshop – aim is to train VET-teachers and trainers in democracy and to provide them with concrete methods, which they can implement in their teaching. 2)Handbook “Students’ competitions” – practical guidelines that explain to VET-Institutions, schools and companies how to organise contests for students, to motivate them in developing projects and ideas regarding democracy and social engagement.3)Self-Monitoring Tool – VET-Institutions can examine democratic processes in their own structure and figure out problems and points worthy of improvement. 4)Concept of a certification process – design of the #GetInvolved label and a concept of how to certificate that VET-Institutions and/or companies have proven to be a “democratic institution”. Over the course of the project, we will conduct one teaching activity for teachers, trainers and (HR) managers to present the material and teach its usage. This way we will train approx. 10 staff members and qualify them to act as multipliers. Further, we will collaborate with associated partners and VET-schools to conduct at least 4 students’ competitions with at least 70 VET-students involved. The competitions shall motivate the students to conduct social projects by themselves. These can be projects in the neighbourhood, projects against racism or other topics. Aim is to get them involved and make clear that they have the power to shape the world they are living in. In the end of #GetInvolved we will organise in each partner country one Multiplier Event during which we will award the best student’s projects conducted within the competitions. What impact will #GetInvolved have?On its completion, the project will lead to concrete outcomes observable among project’s participants. Here to mention are:•more awareness regarding discrimination, racism, sexism and populism; •more awareness regarding participation possibilities; •knowledge of common values and citizenship;•a democratic attitude;•The ability to analyse structures of own institutions regarding above-mentioned topics. •The project will create new role models in VET-Institutions On the long run, these outcomes will help to lead to a change in thinking among society: they will support democracy and active citizenship in general as we expect the project participants (staff members such as students) to transfer their new democratic experience also into other areas of life. Who experienced to have impact and influence in working life finds also motivation to engage in social life.

"<< Background >>The current Project aims at empowering the education providers of the tourism branch, raising the knowledge and the competencies of the learners of the field, also addressing their needs as well as increasing their employability opportunities in all 5 participating countries by equipping them with the latest updates, practices, methods as well as tools in order for them to safely develop their career path.Tourism is a powerful industry providing employment to millions of people, an economic sector that simultaneously plays a social and economic role. Yet it has been hit hard by the COVID-19 crisis in 2020. The pandemic has caused economic, social and health challenges due to its cumulative effects in terms of propagation, global reach, and unprecedented steps taken by governments to contain its spread (shutdown of borders, travel restrictions, national lockdowns, closure of restaurants and hotels) (OECD, The territorial impact of COVID-19: Managing the crisis and recovery across levels of government). Most tourist destinations were forced to halt operations (OECD, Tourism Policy Responses to the coronavirus). They recorded one billion fewer international arrivals in 2020 than in 2019. 100 to 120 million tourism jobs were put at risk, a large portion in small and medium-sized enterprises (World Travel and Tourism Council Economic Impact). This is a fundamental concern for economies as tourism is not only a vital source of foreign currency, but has also the potential to serve as a development ‘tool’ to strengthen supply chains, improve local firm productivity, create jobs and provide income (Tourism in the post-COVID world, Marielka Pangestu). Recovery should be deliberate and wide-ranging, with domestic tourism, and hereby local unknown regions and rural areas being scrutinized as driving forces. Moreover, the pandemic’s undeniable impact on the way we live means that travelers will likely think harder about their choice of destination and have new expectations (UNCTAD). Thus, the future of tourism cannot be viewed through the prism of 2019. Destinations need to present themselves as safe and secure, easy to get to and with COVID-19 travel rules that can be seen as appropriate, but not overly disruptive to travel plans (How to prepare for tourism’s rebound post COVID-19, Keiran Hutchison). New processes in transportation, mobile applications in hotels and automatic travel insurance are some of the keys for the tourism of the future. (Post-COVID Tourism: Digital, Personalized, and Safer than Ever, Patricia Ruiz Guevara). Increased level of digitalisation in tourism will enable expansion of market reach, raise growth, improve operational efficiencies, and sharpen tourism agencies’ competitive edge. It can also help to develop and customise product offerings, improve destination connectivity, generate data to track performance, and help to improve destination management (Digital Technologies as a Driver for the Development of the Tourism Industry, Natalia Natocheeva). However, the tourism sector is highly fragmented, and sub-sectors such as transport, accommodation, restaurants and catering, and personal services are all subject to very different challenges and opportunities when it comes to digitalisation. There are significant differences in human resource capabilities, different levels of awareness, and variations in digital skills. Moreover, in the tourism system, the challenges and opportunities that individual businesses encounter become magnified, distorted, and amplified both in business ecosystems, and at the collective destination level (Digitalisation in Tourism, European Commission’s EASME). In this context, it is crucial for education institutions in the tourism industry, especially for VETs, to keep up with the ongoing digital transformations, adjust their tourism education curricula and suggest a green, resilient, and sustainable development approach, by focusing on the environment, people and technology.<< Objectives >>The consortium considers the precondition for achieving a sustainable and digital tourism is solid education and career planning of the operators of the field. Based on the EU tourism policy, the current project “FuTour” aims at supporting VETs of the tourism field to redefine themselves, establish and develop innovative strategies and smart approaches. The project will promote sustainable and digital tourism by equipping the VETs of the field with the latest updates, trends, methods as well as tools in order for them to offer genuine curricula and courses so that they prepare competitive and employable future professionals/employees of the tourism field. The FuTour will present best practices, create partnership and cooperation possibilities, mastermind new services, develop innovative solutions and answers, such as gamification, preventing over-tourism, suggesting more sustainable and resilient solutions, ensuring safe and secure tourism and creating additional services in digital ways. The project will strengthen digital competences and skills of the learners so that they pave their career path independently and successfully in the tourism industry, have sustainable income as well as overall socio-economic outlook and understanding of the best practices and the innovations, and have ideas of more green and sustainable methods of the field. In the long run these measures will contribute to curb and overcome the economic crises in the tourism sector, enable operators to be compatible but also competitive with other providers and destinations as well as endure in the future sustainable smart tourism in Europe.Thus, the frameworks and solutions conceived and developed within the project will be multifaceted, comprehensive and coherent. The one-window approach will empower the VETs to get better insight, curricula and programmes, less duplications and waste of time. As a result, the learners will get a complex and all-inclusive prospect/overview in the development of their career in the tourism field, making it stronger, more sustainable and resilient. Moreover, taking into account the wide scope of the geography of the project, the patterns suggested can enrich the knowledge and expertise in digital tourism far beyond the regions/countries involved, show the importance and the credibility of high technologies in tourism, highlight their validity not only in metropolitans but also in small unknown and/or less-known regions which can get more visibility as well as economic benefits.<< Implementation >>To achieve the above-mentioned objectives, the project will produce 3 results: 1. Training kit for VETs, 2. Courses on MOOC, 3. Online Matchmaking Platform. For that purpose the following project activities will be organized: 5 Transnational Partner Meetings, 1 LTT, 5 Multiplier Events, 1 Website, 2 Sector-related analyses for 2 different curricula, 2 evaluations of challenges, needs and opportunities, 2 education material developments, 2 preparations of content proposals, 1 45-minute documentary on digital tourism and sustainability, quality and consistency checks, designing use cases, setting functional specs, multiple testings as well as further dissemination activities and publishing throughout networking events. All the produced materials will be submitted to the scientific committee of the project and will undergo the Quality Assurance analysis before their administration via webinars, in person lectures/practical exercises. Upon completion of the quality assurance check, the training kit and the MOOC will be piloted with the selected trainers (both on-line and in person sessions) in all partner Countries.As primary users of the project we will engage professional facilitators (10 from each institution, 50 in total) (trainers, social pedagogs/workers, etc) who will later pass on the achieved skills to the target group (min 1000 persons in total). The participating professionals will get acquainted with best practices, modern approaches, market challenges and requirements, create partnerships, originate genuine cooperation, jointly conceive and master new and innovative paradigms for a more digitalised tourism branch, develop and deploy innovative solutions and answers, such as gamification and experiential learning. These measures will contribute to capacity building, realistic self-assessment of the learners, support them in their career planning, enable them to be compatible and competitive in the ever developing tourism field as well as sustainably endure in the labour market in Europe.The project will have an official webpage which will serve as a basis for the internal and external communication (brochures, banners, press releases, project newsletter, podcasts on digital tourism), as well as for the provision of the programme and the forged models. Besides, it will also include a section for the internal users (project partners) communication and data administration and another common portal for networking among trainers, mentors, the target group, policy makers and any other parties engaged. This will contribute to the rise of knowledge and awareness, promote capacity building as well facilitate development of ecosystems occupied with digitalisation and smart tourism.<< Results >>The project will produce 3 Results:Curriculum SyllabusThe project will design and develop an informative curriculum that reflects the growth, impacts and associated implications of digital tourism on tourism and hospitality providers in this field. Generally speaking, an effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program. Agreeably, this curriculum should help VET providers in tourism and hospitality to understand the important role of digital tourism. Given the above, content of the curriculum development should be sector-specific and outline the relevant impacts of the growth of digital tourism on tourist practices and behaviour, urban and rural planning, and enterprise. As well, the curriculum will offer insights into the importance of sustainability in tourism and the relevance of digital tourism to destination marketing and management.Our direct target group is VET providers in the field of tourism and hospitality. The project aim is to prepare curriculum development, e.g., handbook/guidance for this specific target group, and our indirect target group are students, professionals and experts, and others, who do not have a direct background in the field of tourism and hospitality, but they want to upgrade their knowledge for their own (individual) purpose only based on self-learning. MOOC DesignThis project component consists of a MOOC design and delivery. The aim is to implement a MOOC in VET courses (permeable to HE) to learn the digital methodological framework and its innovative approach in the tourism and hospitality sector to activate innovative teaching and learning tools to support career construction. MOOC is an open access type of online course (Open Access), which provides for extensive participation via the web (Massive) based on the use of open educational materials (OERs).The MOOC will include theoretical lectures based on FuTour curriculum content. The course will offer online materials, such as podcasts, videos, and webinars. The MOOC will incorporate collaborative construction functionalities (being a cMOOC) of a shared corpus instead of transmitting a corpus ""state of the art"" through classic MOOC designs. The cooperation will be supervised to avoid chaotic learning pathways. The result will be designed in a way to allow participants to drive the course and to contribute to it in a loosely controlled environment by facilitators. This way, basic educational goals can be set and reached, and at the same time, the subject offered is provided flexibly. The assessment of learners will be multifaceted. For the MOOC's design and development, we will use formal standards such MOOQ’s Quality Reference Framework for MOOCs (based on ISO/IEC 40180). The MOOC is a tangible result which includes a set of learning contents in multimedia form both in written and visual form. It’s innovative nature lies in being a training implemented in a virtual environment Moreover, with possibility to re-build a lab activity in the Classroom or the training facilities to expand and apply the concepts learned during the courses.Online Matchmaking PlatformThe matchmaking platform will serve as a complementary tool to the training materials and MOOC aiming to support VET providers embracing the digital transformation of the hospitality sector. The platform will actually demonstrate an open and free to use online environment that matches the demand of the hospitality market for digital solutions and digitally skilled professionals with the skills that VETs gained through the project training. The platform aims to complement the hands-on training by providing an environment that allows VET providers to come into direct contact with the intended market and better understand the needs that they will come to satisfy in order to successfully sustain their businesses in VET provision."

"<< Background >>The intensive wave of the 2015 migration to Europe brought unprecedented challenges andadaptation difficulties to the continent, requiring collective actions, innovative approachesand flexible solidarity. Moreover, while the COVID-19 pandemic has reduced migration andhuman mobility, the tendencies show that movements to Europe will remain extensive also inthe future (EC, Migration Data in Europe, 09.10.2020). Naturally enough, migration affectseconomic distribution of the country as well as has socio-cultural impacts. Skilled migrantscan reduce skills shortages and mismatches all over the EU as well as help combat theinsufficient intra-EU mobility (EC Green Paper on Ageing of Fostering, 27.01.2021). Yet, theEC policy report on “Demographic Scenarios for the EU Migration, Population andEducation“ envisages a larger non-working population, particularly female immigrants.Furthermore, migrant women face persistent disadvantages in the labour market, sometimesreferred to as a “double disadvantage” based on being a woman and being a migrant(OECD, Migration Policy Debates, N25, 11.2020). Deskilling is a common experience, withmigrant women but also women from ethnic minorities often being overqualified for theirjobs. Moreover, the emphasis on migrant women in lesser skilled sectors of the labourmarket and on the more masculinised sectors of the skilled labour market have furtherovershadowed the noteworthy presence of skilled migrant women in the labour market(Heinrich Böll Stiftung, Skilled female migrants in the discourse of labour migration inEurope).As a result, skilled migrant and ethnic minority women across the EU continue to facechallenges inside and outside their communities that have a detrimental effect on their equalparticipation in society. Discrimination and social exclusion reduce their capacities to claimtheir rights and place them in an extremely vulnerable situation where poverty and violenceintermingle in a closed circle, reproducing the problems over generations.On the other hand,the EU acknowledges that employment can ensure effective integration into host societiesand positively impact on the EU economy; this entails fully using their skills and realisingtheir economic potential (EC, Migration and Home Affairs, Integration in the Labour Market).Against this background, unlike most other projects with migrant and ethnic minority womenthat concentrate on women with no or low qualifications, the MyPAth project focuses onthose with good qualification or work experience background. Because these women aremostly seen from authorities (e.g. public administrators, Job Agencies, consultants andtraining institutions) only as housewives and mothers rather than as potential professionals,their capacity and ambitions for a qualified job in the labour market, has not been sufficientlyaddressed by policy makers (Expertise from German Ministry of Family Affairs, SeniorCitizens, Women and Youth, 10.2019). This project will seek to mindshift these actors and(perhaps) initiate new labour market integration paradigms for the target group. On the otherhand, the project acknowledges that, overall, the educational qualifications of migrant andethnic minority women are not on the same level and/or cannot be comprehendedone-to-one in the job description in their hosting countries. Moreover, they seek to take up anadequate job or aim for further training, but do not see/know an adequate/realisticimplementation option/model in their specific case. Obstacles to employment are often thelack of childcare options, of higher language knowledge levels, insufficient self-confidenceand support from outside, as well as fixed cultural role models. For their success, initialsupport such as empowerment and capacity building but also motivation are of primaryimportance for their career planning and its development.<< Objectives >>MyPath project will focus on capacity building and empowerment of skilled migrant andethnic minority women in the VET sector. Our project aims to diminish the skill shortage ofqualified migrant and ethnic minority women in the VET sector without re-skillings and largeinvestments, boost their employability chances and employment rate in their fields ofexpertise, ensure their sustainable income and socio-cultural and economic integration intohosting countries. MyPath also aims at raising awareness of the key stakeholders of the field(public sector, local and regional offices, businesses, civil society) on the significance andcomplementary benefits of supporting socio-economic and labour integration of migrant andethnic minority women in Europe. Besides, the project seeks to suggest practices andmodels that can be replicable and integrated not only within the partners’ contexts, but alsoin the overall EU geography.We consider the precondition for achieving good labor market integration is solid careerplanning which is usually drawn up by institutions with which the target group first comes intocontact (employment agencies, job centers). The basis of such planning is the profiling of thework agencies or job centers. This creates the problem that existing competencies gounrecognized and women are denied opportunities to present themselves competitively inthe labor market within the framework of digital matching processes (e.g. job exchangeemployment agency). And this is the challenge that the current project seeks to tackle bysuggesting: 1. Capacity building and empowerment of the target group - strengtheningself-confidence is an important pillar in achieving the goal of good, sustainable workintegration. Experience has shown that women tend to underestimate their own abilities farmore often than men. Against this background, actions and methods should be structured insuch a way that they are specifically designed to be motivating, creative and educational forwomen. To this end, new methods such as improvising theater a mock job interview or otherjob related issues, discussion groups, workshops and special self-empowerment projects areto be developed. Furthermore, accompanying support offers, such as mentors, also part ofthe support offers. Mentors will be women with a migration background who pass on theirexperiences. This can also be done in digital form within the EU partnership. The projectaims to acquire and qualify a number of female mentors in each country. 2. childcarestructures as that continues to represent a crucial obstacle for taking up work and/ or furthertraining. We seek to develop a network in which flexible but also sustainable and individualways of childcare are ensured, perhaps in different combinations/concepts and conditions,depending on the age of the children and life situation (child minders, company employees’child care, playhouses, etc). 3. Competence self-assessment - the target group is torealistically evaluate their stance on the career ladder and know their potential.Thus, MyPath will deploy a personal, individual and distinct approach, combining hand-oncourses, story-telling both from the mentors and the participants themselves, personalizedtrainings with experiential learning and gamified learning sessions. It will enable and facilitatecommunication among the migrant and ethnic minority women among themselves as well aswith mentors and locals, exchange of ideas and experience, and/or perhaps partnerships,networking and employment opportunities. Thus, the one-window approach, which theProject sets, will empower the target group to get better insight, structured courses andservices, a platform to get engaged into various types of initiatives, experience lessduplications and waste of time. As a result, the target group will get prospects/overview forthe development of their career path.<< Implementation >>The MyPath Project aims at empowering skilled migrant and ethnic minority women, raisingtheir socio-economic integration as well as employability opportunities in the 4 participatingcountries by equipping them with the latest updates, practices, methods as well as tools inorder for them to safely develop their career path.The project will develop an all-inclusive course/programme with the help of which themigrant and ethnic minority women will be enabled to independently plan and develop theircareer path and/or act independently based on the consulting circumstances and conditionsin work agencies or job centers. The whole programme will be available online with openaccess as well as offline.The following results (R) will be produced: R1 - MyPath Training Toolkit for professionals/facilitators such as trainers, job-coaches, social workers. Result 2 - MyPath MentoringSessions as well as MyPath Role Model Videos (targeting the migrant and ethnic minoritieswomen). To achieve the objective, as primary users of the project the project will engageprofessional facilitators (trainers, social pedagogs/workers, etc) who will later pass on theachieved skills to the target group. The participating professionals will get acquainted withbest practices, childcare practices, create partnerships, originate genuine cooperation, jointlyconceive and master new and innovative women empowerment paradigms, develop anddeploy innovative solutions and answers, such as gamification and experiential learning.Besides, after the trainings with the trainers, MyPath is planning to carry out pilotinginitiatives with the trainers. Being in the role of a participant rather than executors of theprogramme, the trainers will have the first hand impression and experience of the course, itsstrengths and loopholes, will be more engaged in the learning process, and will be moremotivated to retain the obtained skills and knowledge. Moreover, piloting will also be a goodmonitoring tool for the consortium to identify the inconsistencies and shortcomings of theprogramme and amend them. The project will also execute 40 mentoring sessions and 4 rolemodel videos. The Mentors will be successfully working skilled women with migrationand/or ethnic minority background in hosting countries who will consult and supportthe target group. After the development of curriculum, mentoring sessions and LTTactivities internal quality assurance analysis will be conducted. All the produced materialswill be submitted to the scientific committee of the project and will undergo the QualityAssurance analysis before their administration via webinars, in personlectures/practical exercises. Upon completion of the quality assurance check, the trainingkit will be piloted with the selected trainers (both on-line and in person sessions) in allpartner Countries.The project will create an official webpage which will serve as a basis for the internal andexternal communication (brochures, banners, press releases, project newsletter, podcastson empowerment of the migrant and ethnic minority women), as well as for the provision ofthe programme and the forged models. Besides, it will also include a section for the internalusers (project partners) communication and data administration and another common portalfor networking among trainers, mentors, the target group, policy makers and any otherparties engaged. This will contribute to the rise of knowledge and awareness, promotecapacity building as well facilitate development of ecosystems occupied with migrant andethnic minority women and their career development spectra.Thus, the one-window approach will empower the target group to get better insight,structured courses and services, a platform to get engaged into various types of initiatives,experience less duplications and waste of time.<< Results >>The project will produce:1. “Training Kit for Trainers''(R1) to empower professional facilitators (trainers, socialpedagogs/workers, VET providers, etc) with practical, engaging and personalisedmaterial and strategies which they can use for training the end users - skilled womenwith migration and etnnic minority background, to increase their efficiency andproductivity as well as enable them to fully exploit their potential. The toolkit willenable the end users to acknowledge their strengths, upgrade their capacity andknowledge of the country-specific and job related skills and competences, andprovide labour-market related insight. It will empower these women by providingthem best practice examples, practical solutions (e.g. re childcare) and problemmanagement tools (also via gamification and experiential learning). The Toolkit willinclude online and on-the-spot trainings, assessment tests, offline courses,(recorded) webinars, video models. Furthermore, the programme will be of OpenAccess. Innovativeness of the toolkit is related to its contents becausecomprehensive resource sharing on this topic happens very seldom. This Trainingtoolkit comes to bridge the gap between the policy priorities that the EU setsregarding the migrant and ethnic minority women, the needs and requirements of thetarget group on the one hand and those in the labour market on the other hand.2. MyPath Mentoring sessions and Role Model Videos (R2) - Within the scope of theMyPath project actions and methods will be structured in a way to be motivating,exemplary, creative and educational for the target group. For that purpose the projectwill produce 4 ""Role Model Videos"" and 40 Mentoring sessions (R2). The mentorswill be women with a migration background who have successful careers and canpass on their experiences to the target group. Knowing the culture, history,psychology of the newcomers and describing the possibly existing differencesbetween the country of origin and the hosting country, pinpointing the similarities anddifferences in employment requirements and work atmosphere in the hostingcountries and countries of origin of the newcomers, identifying the procedures andactions, they underwent they can become practical sources of information andmotivation for the the target group who will be able to learn subject related facts, therange of their possibilities and limitations and get clearer picture of how to start anddevelop own career path. The second dimension will be producing “role modelvideos” with the participating skilled migrant and ethnic minority women who will tellto what extent the programme supported their goals and expectations. This will beauthentic and genuine experience-sharing, to motivate and engage others. These 2practical and genuine measures can inspire the target group to create their ownexperiences, enlarge their networking as well as make use of methods andframeworks used by peers.These measures will contribute to capacity building, realistic self-assessment of the migrantand etnic minority women, raise their self-confidence, support them in their career planning,enable them to be compatible but also competitive with locals as well as sustainably endurein the labour market in Europe. Moreover, potentially other regions/countries in the EU cansubsequently adapt the suggested patterns. Besides, through the communication portal ofthe project official webpage and social media channels, the project participants and theinterested parties will have the opportunity for networking, communicating as well as raisingawareness of their challenges which might affect authorities to recommend new policies forpromoting their socio-economic integration. Thus, the promotion of intercultural dialogueswill be ensured. The instructional design, development methodology, first-hand story telling,presenting know-how and expertise constitute activities can be transferred also in otherprojects."

<< Background >>ContextAs COVID-19 has shed light on business models' reshaping, bringing remote work and hybrid models to the front line, Europe urgently needs to digitize its industries, while a fundamental shift in the skills of corporate trainers is required in order to be successful (Hoojberg & Watkins, 2021). To that end, the European Commission has presented the ‘Shaping Europe’s Digital Future’ strategy, with the view, among others, to invest in digital skills so as to promote new opportunities for businesses (European Commission, 2020, Shaping Europe's Digital Future). In fact, the Digital Education Action Plan (2021-2027) of the EC combines the development of a highly sustainable digital education framework with the increase in digital competences for digital transformation, including digital literacy, data-driven technologies, etc.(European Commission 2020, Digital Education Plan 2021-2027). Rationally, the pandemic has put a dent on businesses' digital transition strategy (Ong, 2020,). However, more than 70% of them are struggling with the lack of staff with digital skills, especially within the rise of hybrid working models (remote/in-office work), while 88% do not have the capacity to invest in the digital upskilling of their employees (European Commission, Digital skills and jobs, 2021).A main challenge is that remote work leads to staff being less productive, with many companies failing to adjust their training culture in order to digitally engage with employees while in a lockdown (Consultancy.eu, 2020). Of course, the digital transformation has also affected corporate training, since new ICTs emerge and occupational profiles need to change increasingly fast to survive (Federal Institute for Vocational Education and Training, 2020) . The share of workers with low or even no digital skills ranges from less than 20%(Bulgaria) to up to 40% in most EU countries (Germany, Ireland), while many countries stand between 20-30% (Greece, Italy, etc.), implying that employees are not yet comfortable with this new remote-work model (European Centre for the Development of Vocational Training, 2020).As L&D pushes up the corporate agenda,to engage employees in being more productive within hybrid workplaces, effective e-training demands exceptional digital competences and soft skills in order for VET & corporate trainers to efficiently operate in a virtual coordination mode (Hoojberg & Watkins, 2021). Thus, the role of trainers becomes even more vital, as the European labor market will need to replace less qualified or narrowly trained trainers with highly qualified professional experts. Besides, all the actions taken for digital transformation forcing a rapid adoption of e-learning solutions by VET programs has not properly supported the acquisition of practical skills and organization of work-based learning,which are crucial elements for successful VET training (Federal Institute for Vocational Education and Training, 2020).<< Objectives >>Project SolutionAmong other fields, COVID-19 has also affected corporate training and team management, making digital transformation along with the adoption of microlearning even more urgent within a world that everything turns online. To increase employees’ productivity and establish efficient team leading, DigiREACT will combine personalized training and gamified learning in an Experience Brewing Engine that will deliver effective skills retention tools for the establishment of an online engaging experience for employees.To that end, the project will develop a full training e-course primarily for corporate trainers of EQF level 3 that are struggling to engage their employees in remote-work or hybrid work business models. In addition, DigiREACT will also create an Employee Experience Platform (EXP) that will be facilitated by artificial intelligence and gamification mechanisms serving as a constant training and skills retention tool for employees. Finally, the project will provide a solid framework and support for the creation of European synergies that can affect the recommendation of new solutions towards sustainable development and viable digital transformation.Project ObjectivesTo normalize virtual/blended training within hybrid workplaces and due to the lack of engaging e-learning platforms and educational resources, DigiREACT aims to increase the professional skills of corporate trainers. This will enrich their profile with efficient e-leadership skills and digital competences enabling them to tackle the challenges of leading hybrid teams. In particular, the project will focus on the development, retention and improvement of the following skills of corporate trainers, always in alignment with the needs of the labour market and the digital vision of the European Commission (Digital Agenda, Digital Competence Framework 2.1, including the integration of AI technologies):-e-leader’s skills and leading virtual teams-organizational skills-data literacy for digital design & data visualization-communication and teamwork skills through ICT tools-creative Digital content creation-problem solving skills-online safetybasics of data-intensive technologies (aligned with the Digital Competence Framework 2.0 and EU legal framework to AI).To support knowledge and skills acquisition, the purpose is also to launch an engaging Employee Experience Platform for corporate training in order to digitally upskill corporate trainers to manage hybrid teams of learners, while supporting employees in retaining their skills. DigiREACT will provide content authoring functionality supported by Artificial Intelligence technologies (xAPI, recommendation engine) for the development of personalized training pathways based on skills mapping and learner’s type. The web-based platform recommended by DigiREACT will utilize social learning tools and gamification elements (Open Badges, stimulating videos, competition leaderboards, interactive quizzes, point system) for business training in order to motivate employees to learn how to achieve their organization’s mission.<< Implementation >>In compliance with the objectives described above, specific activities are going to be implementing in order to meet up the project priorities for digital transformation and VET training establishment:-A needs’ verification report that will act as the foundation for the development of the Corporate Trainer Profile, the training backpack Learning Outcomes and the training methodology. The report will comprise the main findings from the needs analysis conducted at a pre-application level, the feedback derived directly from the project target group in order to validate the conceived needs, and the framework of the competences that corporate trainers need to acquire in order to be successful in new business models.-The development of a solid training methodology to be followed for training delivery during the project implementation and after its completion. The methodology will include also a Memorandum of Learning Agreement as well as the definition of the Corporate Trainer Profile in alignment with a pre-defined ECVET system for validation and accreditation.-The development of a complete training course in the form of a backpack comprising training materials, lesson and training plans, assessment tools and a concrete and yet helpful guide for corporate trainers with the view to increase their e-leadership skills and digital competencies.-The configuration of an online learning environment that will engage trainers into the learning process fostering their skills acquisition and retention in the long term.-The establishment of a wide network inside and outside the partnership for the development of DigiREACT synergies through a common community tailored to the needs of project enthusiasts and to the labour market’s trends-Project Quality Plan, Sharing, Promotion, Piloting and Exploitation plans facilitating the horizontal activities of the project and thus establishing its impact providing top quality results-The elaboration of an Intellectual Property Rights (IPR) agreement that ensures the exploitation of the project-The organization of 4 multiplier events for raising awareness about the project results and inviting participants to the piloting activities as well as the execution of a final conference serving as an exploitation seminar-The planning and execution of a 3-day Learning, Teaching & Training Activity serving as a training and validation workshop among partner staff members in order to equip them with the knowledge and skills required to deliver proper training in their countries.<< Results >>With regards to the tangible outcomes of the project, we will develop and validate:- A hands-on training backpack with multimedia resources tailored to the real needs of corporate trainers in alignment with the needs of the labour market with a view to increase their digital skills for efficient digital team management in a post-covid era. All project materials to be developed for the purposes of this result will be freely accessible as Open Educational Resources in the project website.- An Employee Experience Platform as an open software serving as an online learning environment facilitated by artificial intelligence mechanisms and gamification elements. The platform will be customized to the needs of corporate trainers that need to increase their e-leadership and digital competences in order to efficiently manage hybrid teams and employees that are/will be forced to work remotely and are struggling to stay engaged in their activities. The online learning environment will also utilize social learning tools for VET training in order to motivate employees to learn how to achieve their organization’s mission.- A dedicated virtual space serving as a common space of the project network for project practitioners. The web-based community will be created for participants and future participants to communicate, organize trainings, exchange ideas, build synergies of practice, promote and update the project results through content authoring tools, get live and asynchronous support from the experts. The goal is for practitioners to become active members of the community and in the long term promote a common policy recommendation for digital transformation.As for the intangible results that are expected past the project completion, we aim to:- increase the digital skills of corporate trainers in order to enable them cope with the digital transformation of their organizations and thus distant working models- improve employability skills for employees that are forced to work remotely after the pandemic crisis through a ‘Netflix-style’ Learning Experience Platform- support employees to retain their skills long-term in a post-COVID period through skills retention modules- formulate the framework for the creation of common synergies of practice among project practitioners, stakeholders and policy makers with the view to recommend new solutions for digital transformation across the EU- promote the adoption of smart solutions in E&T within the context of VET and corporate training sectors turning to online innovative and sustainable solutions- integration of open educational resources (OERs) and open software in the learning process facilitated by stimulating online learning elements and activities

Background:Europe still faces a high rate of unemployment among young people aged up to 30. Basic skills of young Europeans have been becoming weaker in several member states, and access to education is often unequal. Education systems need to be further modernised and more open to disadvantaged groups with special education needs, in order to enable individuals to become active citizens, make the most of their working lives, and align their skills with labour market needs. Efforts to upgrade education systems at all stages must be extensive in order to open up perspectives to young people (e.g. young people with handicaps, disadvantaged young people, early school leavers, as well as migrants and young refugees). These young people had to take a transition path from school to VET (vocational education and training) or employment. Their school careers have often been unsuccessful and many times they lack the confidence to take this path. Public institutions offer them many measures such as vocational orientation and additional school years. But the problem is that many of these measures are mostly theoretical lessons or work simulations. However, the young people need a way to reflect their experiences and attitudes towards society and the world of work. They often display disruptive behaviour in these projects.Therefore, it is necessary to develop new and better strategies for the transition process that take into account the living environment, the biographical background, and the expectations of the young people. School or other training organisations must focus on establishing a work-based learning environment that fosters entrepreneurial learning as well as social entrepreneurship. In this context, social entrepreneurship and entrepreneurial education is becoming ever more important in European societies. Both offer possibilities to gain more practical competences that are in demand on the labour market, and to be successful in life in general. In the VET sector, the work-based learning approach is also known to be the best way of conveying competences, skills and knowledge to the learner. Project’s ObjectiveThe WoSo project was designed to bring together those two approaches: the WBL setting on the one side, which focuses on the teaching of professional competences, and the entrepreneurial setting on the other side, which introduces entirely new perspectives regarding work life. However, both scenarios can be combined nicely to improve learning settings, and to teach the most vital competences that are essential for reacting flexibly to the future challenges of a quickly changing environment.Through presenting best practices from different member states and conducting a Teaching Activity we empowered our staff members (trainers, teachers, VET-responsibles and managers) regarding the understanding of social entrepreneurship and the teaching of entrepreneurial competences. This exchange of experience, knowledge and new methods led to the development of concrete actions plans per partner institution, which aim to improve the existing training programs and establish new projects with the focus on (social) entrepreneurship. The project is described clearly in a project documentation.Activities and participantsIn 3 Transnational Meetings and 1 LTTA came together teachers, trainers, VET-responsible and managers of our institutions. Those people who are working with the above mentioned target group of youngsters facing divers problems in job integration. They got to know the concept of social entrepreneurship such as an insight into entrepreneurial competences and the EntreComp Framework of the Joint Research Centre by the European Commission. During the project the participating organisations analysed their existing training programs regarding the EntreComp Framework and elaborated on this basis individual action plans to implement entrepreneurial learning and social entrepreneurship in their programs.Impact The project led to trained and professionalised staff members, who gained a better knowledge of social entrepreneurship and who realised the importance of teaching also entrepreneurial competences. Through the concrete working with the EntreComp Framework and the elaborated action plans, we improve our training programs, which will lead to an empowerment of our target groups who will benefit of the new focuses. Through strengthen their entrepreneurial competences they will improve their ability to adapt to the circumstances, create their own jobs and they receive a better understanding of social impact and sustainable management of resources.