Unemployment and underemployment among higher education (HE) graduates, fragmented work careers and employment have increased in the EU during the past decade. Poorer employment opportunities increase their difficulties to return to work, and drive them to fragmented and short-term employments, low-skilled jobs, emigration and brain-drain. Absence from graduate work causes lack of work experience, skill mismatch and loss of taught skills. Focusing on hard skills is not enough to boost employability of HE graduates as the changes in work life, such as unpredictability, fragmentation and fluidity of future work and digitalisation replacing people, and the new requirements for non-cognitive skills and competencies of Work 4.0 create further situations and challenges. There is currently a gap between what employers want and what higher education graduates offer to them. The Reboot project addressed this challenge by developing training for unemployed and underemployed higher education graduates which focuses on upskilling and developing relevant and high-quality sector-agnostic soft skills and competencies for Work 4.0, their ability to recognise and showcase these skills to potential employers using, for instance, portfolios, to productising own skills, soft skills and experiences, and in increasing career and skills flexibility of the unemployed and underemployed HE graduates and hence their change readiness and sense of empowerment over own career. Reboot self-test on soft skills helps to measure the level of understanding and mastering of soft skills at the beginning and end of the training, firstly to measure the level and hence obtaining guidelines for the training focus, and secondly to measure own development during the training. Reboot training is formed of six modules and 22 soft skills:- M0. Introduction to soft skills- M1. About Me-How I Work- M2. Context-How We Work- M3. Into Action-Get to Work!- M4. Career and skills flexibility- M5. Portfolio creationReboot training is online non-formal training which can be delivered also as blended or online trainer-led activity or as self-learning independent of time and place. Hence the secondary target group is HEI and career counsellors, C-VET and unemployment training organisers, unemployment offices, HEI professors and teachers, key-actors in HRM and employment areas., i.e. employment trainers and facilitators, who can implement training.Reboot handbooks for higher education graduates and trainers support implementing Reboot training. The training is suitable to all unemployed and underemployed HE graduates regardless the sector, level of work experience or nationality. The training was developed by four partners coming from countries with different employment realities, Belgium, Finland, Greece and the UK which supports the Pan-European adaptability.The development of the training, self-test and the handbooks benefits from the research and the Validation of Reboot Competency Clusters for Work 4.0. All the training materials, the research report and handbook and syllabus are freely available on the Reboot Online Training platform at http://reboot-project.eu/ in respective content and language sections.The Reboot training was piloted with 51 underemployed and unemployed higher education graduated and 14 trainers and facilitators (target group 2) combined of national participants. The feedback from the participants was positive. The training satisfied the need and concern of most participants about soft-skill development: module 1 - 86,6%, Module 2 - 87,2% Module 3 - 92,2%, and career and skills flexibility 90,1% satisfaction. The trainers were especially happy with the self-test and the materials. The learners also reported that training was found a new method to look at and showcase own skills. They discovered new things about themselves and gained self-confidence and sense of empowerment.The project involved target groups and stakeholders actively in other activities as well, such as concept testing, hence involving directly 694 people: 376 un/underemployed HE graduates, 175 trainers and facilitators, 130 representatives of work life and 13 stakeholders. Through dissemination activities the project reached circa 46.000 people. ENVISAGED IMPACT AND LONG-TERM BENEFITSBased on the positive outcomes, it can be concluded that the Reboot training is useful for increasing detecting, mastering and showcasing of Work 4.0 oriented soft skills and competences, productisation own skills and for career and skills flexibility, and hence empowerment over one’s career, and hence has potential to increase their employability potential. It also provides cutting-edge training material to support unemployed and underemployed HE graduates in this process.As the materials are freely available online, in the future, more unemployed and underemployed higher education graduates are expected to receive help for their employability.

Digital learning has come to the fore due to the Covid-19 pandemic in all european countries, as VET educators were forced to quickly start delivering courses online. Most of them didn't have any experience with such a way of teaching not to mention using online tools for designing learning implementation & retention tasks hence supporting learners working remotely in knowledge implementation. Partners observed similar problems with their educators, who expressed lack of mobile learning implementation tools that could be easily added to the system they currently use for online education & the content they teach. Such a system would fill the gap & make learning more attractive, engaging & interactive, thus increasing learners’ motivation to implement the knowledge in their workplace. Another pressing issue & challenge that became obvious was to reduce the gap between digital competencies & experiences of VET educators & learners. VET educators are mostly “PC generation” while learners are mostly “mobile generation” & new educational methods should help educators to adjust their way of teaching to new generation expectations.The overall Project goal is to build digital education readiness of VET educators at the same time closing the gap of not being able to support learners in knowledge application efforts. In particular, the project aims at:equipping VET educators with learning implementation process & digital tools to design Mobile Learning Experience Modules that could amend any type of learning event leading to new skills & knowledge implementation in the workplace.expanding VET educators’ digital competencies by involving them in MobiLEx development raising awareness of VET educators that supporting learners in learning implementation can boost up their engagement & motivation to learnThere will be 2 groups of participants involved in development of IOs (needs analysis, testing & piloting activities):VET Educators in partner’s countries & inside partners organisations (120)VET learners: managers, coaches, mentors, team & project leaders (80)The partnership comprises 4 organisations from 4 EU countries (DE,PL,EL,IT) with complementary skills from the worlds of VET (PAIZ), higher education (FHM), digital tools (MILITOS), sectoral representation (EFFEBI) all experienced in EU Projects.Activities:-MobiLEx System development activities & deployment in 5 lgs.-Development of 4 Mobile Learning Experience Modules (How to motivate people who are working remotely, Sustainability manager, Periodic effectiveness appraisal, Skills oriented team-building) using MobiLEx Editor, in 5 lgs. -Development of Manual & Video tutorial: “Working with MobiLEx System on Learning Experience Design” -Sharing outputs at multiplier events, inviting target groups to uptake MobiLEx results & to act as further multipliers.Results:MobiLEx Learning Implementation System with Editor for PC & Mobile App for IOS & Android users with Manual & Video tutorial for Educators 4 Mobile Learning Experience modules for knowledge implementation & retention with Resources & Knowledge Tips for mobile App will supplement existing educational processes to encourage VET learners to immediately make use of new skills & knowledgeVET Educators encouraged to use newly developed digital competencies to design Learning Experience Modules in other educational eventsPartners’ staff will broaden their knowledge of mobile educational solutions, increase competencies in designing Learning Experience modules for supporting VET knowledge & skills implementation.VET educators (40) using MobiLEx system will develop digital competencies & be able to design learning paths to increase engagement & learning implementation for learners, especially those working remotely; will increase digital skills in at least 5 DigCompEdu competency areas; will be actively promoting among their peers the approach to use digital solutions supporting learners.Due to dissemination activities the expected number of educators impacted by the project results will be extensively bigger than that, since the potential group of educators of adults in partner countries is 725 195 & even if we reach 5% with Project Outputs, 36 260 may be impacted. Learners, involved in the Project, will: - gain access to a pool of OERs in 5 EU languages- put to practical use specific set of competencies in 5 areasPartners expect that, with planned dissemination activities, the number of VET learners impacted by the project results can reach as much as 442 369 (modest 5% out of CEDEFOP 8 847 377 employees participating in education & training in 2019). PARTNERS’ educators will experience all project benefits described above & Partners’ project staff will further develop multinational cooperation.STAKEHOLDERS benefits will be related to the fact that project IOs will further enhance the attractiveness of training & development among managers, trainers, & professionals.

"""DigiCulTS - Digital Culture for SMEs"" is an innovative approach to support Small and Medium Enterprises (SMEs) up to 50 employees to find their place in the digital society. Digitalisation as an transformation process meets all aspects of life. It changes our concepts of the individual, of reality, time, the possibility of representation, the archives of memory. It influences our attitude to hierarchies, community, transparency and work life balance. In this societal shift ""digital competence is a key transversal competence that means being able to use digital technologies in a critical, collaborative and creative way"" (DigComp into Action, 7). To intensify this reflexive perspective on the digital transformation this project links basic digital skills to a more philosophical, cultural studies point of view. In the context of the scientific ""cultural turn"" transversal competences will be re-embedded in culture and society (Karl Polanyi: The Great Transformation).DigiCulTS will put the emphasis on the cultural and educational aspects of our digital society focused on SMEs up to 50 employees. In reference to the ""Digital Education Action Plan"" COM (2018)22 and to the ""European Digital Competence Framework"" of ""JRS science Hub"" (e.g. Dig Comp, DigComp in Action, DigCompOrg, DigCompEdu, EntreComp, DigCompConsumers) we will point out, that ""digital skills development is inherent to the success, employabilty, creativity and prosperity of every individual"" (DigComp into Action (2018), 7), if it is cultural reflected.SMEs up to 50 workforces are challenged by the ""Digital Revolution"" in a very specific way: on the one hand new technologies offer new business opportunities, (almost) independent of size and place to any enterprise. On the other hand resources for change processes and research activities to implement competitive products and services often are lacking. Changes, chances and challenges are obvious. But how to find the right way to digital future?ResultsAgainst this background our project will support SMEs by the ""DigiCulTS_Package for SMEs"" comprising 3 Intellectual Outputs:O1 - DigiCulTS_Diagnosis (assessment tool); O2 - Digital_Culture (online course: curriculum; learning platform); O3 - DigiCulTS_Guide (OER and content development).They will help to reach followingObjectives1) Identification of digital skills by an assessment tool, 2) Improving awareness of digital culture by an online course and 3) Finding a pathway to strengthen the strength or improve weaknesses in digital competences through a digital guide with access to Open Educational Resources (OER)Target groups A) Management - individual level (competences)and organisational level (structure & strategy); B) Staff - individual level (competences) C) Job candidates, seasonal workers (individual level); D) Stakeholders.MethodologyO1 - DigiCulTS_Diagnosis is an assessment tool including an automatically generated report describing transversal (including digital) competences. The methods used are: desk research, matrix analysis, qualitative interviews, online questionaire; programing,testing, feedback loop. The innovation is to use the framework of DigiComp 2.1 and other ""European reference framework""-tools for a taylored ""Package Digital Culture for SMEs"". DigiCulTS_Diagnosis will define the digital profile of a business as an organisation and for individuals. Managers as employees get a SELFIE of themselves. For job seekers and seasonal workers the results of DigiCulTS_Diagnosis can be part of their portfolio or Europass enhancing their chances on the job market.O2 - Digital_Culture will develop a curriculum for an online course, accessable by the DigiCulTS_website. Implementing a learning platform (e.g. moodle) it is open for future developments. Modular learning units will be created as creative commons in different designs (text, audio, video ...). O3 - DigiCulTS_Guide will offer E-Learning Courses (MOOCs, OER) related to the results of O1 and O2. Next to making use of already existing open educational ressources and online education programs, the project consortium will add to the pool of already existing open education resources. They will create several open educational resources based on project results. The overarching goal of the DigiCulTS OER is to support a digital culture and digital competences among SMEs. Benefit and Impact""DigiCulTS_Package for SMEs"" will be accessable by the projects and partners website and can be used by social partners and other associations for free. It fosters participants digital competences and raises awareness for digital culture.PartnershipSMC Study and Managment Center Saalfelden (AT) www.studienzentrum.at; Sea Teach (ES) www. sea-teach.com, Danmar Computers (PL) www. danmar-computers.com.pl, Danube University Krems (AT ) www.donau-uni.ac.at and Militos Consulting (GR) www. militos.org are well-experienced in projects at different levels (SMEs, ICT, Edu)."

"The aim of the project is to improve the universities’ educational offer by developing, testing and deploying an innovative course entitled ""I’m a Startup - I, Student & Entrepreneur"" that enables to develop students’ key competencies (universal skills) with the use of Design Thinking approach as well as business model thinking mindset (thinking in terms of the business model of enterprises and personal business models). The course will also support students in educational and career paths planning. Project products will improve teaching processes by adapting study programs to current labor market requirements and implementing a study program design approach based on career and reference job canvas (by February 2023).As part of the project, a unified approach to planning university teaching processes and personalization of the learning path will be developed and implemented at Partner universities by providing project’s products to students, university staff members - lecturers, university management staff, and career offices.Thanks to the development and implementation of the new course, the training programs currently offered by partner universities will be extended with a new content and appropriately selected and tested methods/techniques used to develop students' competences, with particular emphasis on key competences, which are often neglected in favor of specialist skills. Realization of the goal will also introduce real changes at the university level (forms of classes, teaching methods) adapting the content of education to the requirements of the labor market thanks to the application based on career canvas. Such activities will significantly improve the quality of education at the level of a every single student (new competences, tools supporting the development of a professional career, awareness raising).20 students (from 4 universities x 5 people) will participate in each edition of the International Summer School run by partner universities. In addition, 25 teaching staff members will participate in the OMNI-BEAST International Academy. Approximately 150 people will participate in the planned meetings for the project results dissemination.The most important project results:•Program & content of the course ""I’m a Startup - I, Student & Entrepreneur""•Job position / occupation Canvanizing Body of Knowledge•Canvas catalog for new majors and related professions along with the GoldenReads catalog•Catalog of key skills with guides for their development•Podcast library with specialists in newly developed canvas•Curriculum of workshop for academic staff members - OMNI-BEAST AcademyThe project results will be available in English (some of the materials will be available in the national languages of the partners) and as Open Educational Resources, which will extend the range of the project's impact and the use of its results.As a result of the project, a new course ""I am a startup - I, Student & Entrepreneur"" will be included in the educational offer of the universities, which will be the basis for its further development. Guides for developing key skills will be used to plan classes for subjects, taking into account the learning outcomes focused on the key skills. Other domestic and foreign universities outside the consortium will also be able to benefit from the results of the project achieved.The project will also create the stable foundations for international cooperation and exchange of experience/knowledge between universities from Poland, Italy, Spain and Portugal as well as institutions from Greece."

<< Background >>The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs). Out of the SDG goals the project mainly target these goals: 4 Quality Education, 6 Clean Water and Sanitation, 11 Sustainable Cities and Communities, 17 Partnerships for the Goals. The advancement of the circular economy is driven by three major trends: - changing consumer needs, -scarce resources, -the emergence of technological breakthroughs. It is essential to treat sustainability as three closely connecting areas: the economy, the society and the natural environment. In the interests of sustainability, these three areas must exist in symbiosis without adversely affecting each other. Since we are a network of universities in European Capital of Culture (ECoC) and we want to promote sustainable development through cultural events (activities at ECoC events) it is important to stress the culture as the 4th pillar of sustainable development. (UNESCO, The 2005 Convention for the Protection and Promotion of the Diversity of Cultural Expressions; UCLG, 2015, Agenda 21: Actions. Commitments on the role of culture in sustainable cities.)The Urban Agenda for the EU also contributes to the implementation of the UN 2030 Agenda for Sustainable Development, notably Goal 11 ‘Make cities inclusive, safe, resilient and sustainable’ .The EU reinforces Youth dialogue on European themes: greener thinking and lifestyle – a desired activity in the context of the European debate on the future of Europe, aiming to build a fair, green and digital future Europe. Being the next generation of consumers, employees, and owners/managers of companies, there is a strong need for appropriate education, attitude shaping about green issues. Higher education institutions (HEIs) have the responsibility of educating young adults, furthermore the HEIs have a widespread and active cooperation with their catchment area (including a wide range of public and private stakeholders). The power of youth’s voices, young influencers are more effective in the targeted group. Although sustainability, green practices are widely acknowledged, there is a need to develop new innovative and creative solutions. Yet the several aspect of green (not just in ecological perspective) is still missing. We need to have a more holistic view in that. Technological developments, and also changed conditions for education enabled to establish new solutions for knowledge transfer. During the COVID period everything was online, communication and interaction skilled were mastered. Though coming back to the offline, social world we need to implement these communication skills in a positive way to influence each other. Our aim is to challenge youth communication influencing power for a greater good for society. Youth have their voice and online it was listened to. They have the power to influence anyway, so why not in a green way. Up till then most of the European projects (by filtering the Erasmus Research Platform) lacked of the relevance of reversed dialogue and learning curve. This means the policy makers, teachers, lecturers and trainers investigating the needs and skills of youth and developed materials to teach them. This project aims to target the niche of the reverse attitude, namely what educators, policy makers can learn from young influencers and how young influencing communication methods can be transferred from the online world to the offline platform and thought to university students. Throughout the project we will work with these influencers. With this project we would like to cooperate with them on competences and topics that are vital today and teach others with a snowball method how to influence the society with green ideas (sustainable festival, art, consumption).<< Objectives >>The general goal of the project is to develop environmental awareness among university students and to spread the thought of sustainable development among the widest possible age groups at events that attract large audience. There is a aim hierarchy, which means partners regard the GreenCool project as the next jigsaw in their strategic framework to reach continuality in the filed of university students' skill development. Therefore we committed to develop an innovative online course material and to mainstream sustainable development in all curricula for higher education students. Recognizing the convincing power of young influencers, the project aims to reach out to all age groups of audience at cultural events and festivals in the various European Capitals of Culture to encourage environmentally conscious activity and to be active members and beneficiaries of sustainable development. Furthermore our goal is to equip students with communication tools and sustainable attitude to become effective advocates for advancing EU green economy and culture.Message: To teach as many people as possible to think greener, to believe in sustainable development not only in environmental, but also in the social, cultural and economic spheres.The 20th century concept was to “think globally and act locally”. We believe in the idea of “thinking local, acting globally’ is the 21st century phenomenon, as influencer can blog an idea in their room in front of the computer and have a huge global effect in quick time! The place where we are living is not just about the environment but rather the way of life. Local values remain where you live. This approach is in harmony with the value of the European Capital of Culture (ECoC) as well.TARGET GROUPSPrimary:-lecturers-university students from several majors and international students will be ‘ambassadors’Secondary:-influencers-high school students-young adults-festival audience<< Implementation >>The goals of the project can only be achieved if we are aware of the communication techniques we can use to influence the target group on the topic to be developed. We will conduct a comprehensive research, according to the following process:1Desktop research, including literature review and best practices, case studies collection2Questionnaire survey with students and influencers partly based on previous studies and desk top research, and developed by researchers on this field3Focus-group interviews with influencers to explore influencer tools and techniques.We will conduct a survey among influencers in the partner ECoC cities (on the required competencies) in cooperation with each Partner in each country (PR1). The final Project Result1 is a best practice collection titled Greenfluence Practices Collection.PR2 - The data will be analysed and based on the results we develop an ECoC course material titled ‘Attitude shaping communication techniques and green related topics in the 21st Century’. We will explore and define in a glossary the collected communication techniques and green topics.This is a Massive Online Open Course (MOOC) in each language, parallel on Moodle platform and on a public, more interactive platform with extra components. Partners involve experts in order to develop the curriculum. Experts of presentation and communication skill development techniques are working together on various topics. Ecologists, artists and creative professionals and ECoC sustainable program leaders will work together on various topics several times from the Autumn of 2022. We will organize and hold an international, summer camp and workshop with lecturers, experts, students and influencers to try out and finalize the training material (C1 GreenCool Summer Workshop) in June 2023 in Veszprém and at Lake Balaton (Hungary). Through training, we help volunteer university students/influencers how to shape the attitudes of communities towards sustainable development. The MOOC material will be available in two platforms: in Moodle system internally for university students of the project partners to use it in PR3 and PR4 period; an interactive public platform for other European universities, (such as the members University Network of European Capital of Culture), young adults, organizations, associate partners who do not have a Moodle system.After all (September-December 2023) (PR3) Online and offline ECoC course (blended learning: online lessons and offline classroom lessons) at all partner universities (based on the MOOC material, national level and language) will start. The topic is attitude shaping among students, we will teach communication techniques on green topics. The outcome of the course is a participation in an ECoC event/festival in November-December 2023, where students can try and test their knowledge and influence audience offline (E1-4 in all ECoC cities). During the local events we will conduct a survey (feedback questionnaire) among the target groups. Using the feedback of surveys, the research results and the experiences gained from course curriculum we will update/fine-tune the MOOC material.PR4 - From October 2023 - December 2023 we are going to prepare for the international online and offline ECoC course (blended learning), which starts in January 2024 and lasts until June 2024. The course will be launched at all partner universities (based on the MOOC material, with internationally mixed students, in English language). The best 4 students (the best presenters based on course requirements) and 2 lecturers from each university are entitled to be present at the final Greencool ECoC event in Tartu, June 2024: International GreenCool Meet-Up.Stakeholders (lecturers, ECoC experts) will sum up the experiences of the international course in the frames of an online workshop, and summarize them in a guideline titled: ‘How to build developed techniques and sustainable awareness into existing university curricula?’<< Results >>Raising awareness of sustainability, green issues among the youth. Enhancement of deep knowledge and understanding of sustainability among the involved target groups’ (among them HEI students). Establishment of learning material (MOOC) available for a wide range of potential audience. Increased cooperation of HEIs with their environment. Integrating technological development into knowledge transfer linked to sustainability, green practices.The expected outcome of the project is to inspire mainly university students to become greenfluencer ambassadors in all aspect of green let it be environment, culture, literature, food and drink, way of life etc. The other expected outcome is when youth, expert in green topics and communication by developing a MOOC material have different views which creates a more interactive course cooperation community. Furthermore the national and international ECoC events give a tremendous opportunity to these youth to make their voice heard offline on green topics through diverse influencing techniques. The following intellectual outputs are aimed to be reached: PR1: - GREENFLUENCE PRACTICES COLLECTION AND RESEARCH: methodological framework for implementation by exploring influencer tools and techniques and communication channels through youth can be approached in the 21st centuryPR2: DEVELOPING THE MASSIVE ONLINE OPEN COURSE (MOOC), Course curriculum-design and development of material in two platforms. An international, summer camp and workshop with lecturers, experts, students and influencers to develop the training material (C1 GreenCool Summer Workshop) in June 2023 in Veszprém and at Lake Balaton (Hungary).PR3: BLENDED ECOC GREENFLUENCER PILOT COURSE ON NATIONAL LEVEL at all partner universities at national level (based on the MOOC material, national level and language). The outcome of the course is a participation in an ECoC event/festival in November-December 2023, where students can try and test their knowledge and influence audience offline (E1-4 in all ECoC cities).PR4: BLENDED ECOC GREENFLUENCER INTERNATIONAL COURSE at all partner universities at international level. The best 4 students (the best presenters based on course requirements) and 2 lecturers from each university are entitled to be present at the final Greencool ECoC event in Tartu, June 2024: International GreenCool MeetUp (C2). PROFESSIONAL CONTENT AND GUIDELINES for international online workshop for stakeholders to give suggestions how to integrate these techniques into subjects from any disciplines in order to provide the knowledge for any universities.