"Good Guidance Stories 2.0 (""Guide"") brings innovation in the discourse on continuous professional development of Information Advice and Guidance (IAG) practitioners by blending a set of engaging and thought-provoking learning approaches and methodologies, which, as a whole, represents an original way of imagining new training routes for IAG professionals for more responsive and people-centred guidance provision. Throughout Guide an innovative learning approach focused on peer-led and social learning using highly participatory methods that not only formed a professional IAG network at a European level, it exposed members of the Community of Practice (CoP) to a constructive knowledge exchange with colleagues facing similar issues in their national context. Across Europe, labour markets are rapidly transforming through globalisation, migration, the impact of new technologies, and new elements of insecurity brought into the picture by a global health crisis that is shaking economic and social systems of many countries. In such a mutable, challenging and precarious working context, young people, especially those with lower levels of educational attainment, are potentially a vulnerable group that deserves specific actions, measures and policies. Today, young people are making more decisions than before - the rapidly changing demand for skills, increased labour market dynamism, the growing diversification and fragmentation of education and training provision is making decision-making more difficult. Accessible and well-informed guidance services are now, more than ever, extremely valuable.Whilst participation in the CoP and Action Learning Sets fostered self-reflection, active listening/questioning and problem solving capabilities, which are highly valued in today's guidance work, the 12 practitioners and service managers directly engaged understood, through direct involvement, the value of a co-production approach applied to real-life case studies production, appreciating the relevance and sustainability of this bottom-up approach which enables to re-think roles, relationships and mindsets. As a result of the four interrelated areas of innovation that underpinned the approach (see below) 81 young people (18-29) along with 65 IAG practitioners and 38 service managers participated in focus groups and interviews in which they exchanged good practice experiences and outlined current challenges and gaps, enabling deep insight and learning exchanges. (i) Applying the co-production approach to careers guidance delivery (ii) Using participatory appraisal for improving and co-constructing empowering development pathways (iii) Cross-national community of practice (CoP) and (iv) Action learning sets to facilitate CoP learning exchanges and case study co-production.The common thread that connects the four interrelated areas of innovation experimented in the project is the value of participation and interaction as key enabling factors of a successful learning experience, which ""spills over"" into a more proximal and empowering guidance experience. By fostering a culture of participation in guidance, young people as active participants in the guidance process, learn how to actively co-construct their own career in empowering interactions with others, while practitioners, through the experimentation of online collaborative learning opportunities have chance to review, question and update their daily practice in the light of a constructive and critical interaction with peers.Guide was implemented by a consortium of partners from six European countries, working collaboratively to generate five foundational outputs:(i) Methodological Concept: building the ground for the andragogy vision through qualitative enquiry to extract effective practice examples of how young adults are best engaged as active participants in the process of transforming IAG practice and provision.(ii) Blended Learning Curriculum: a Moodle e-learning platform develop IAG professional guidance practice competencies(iii) Facilitator Resource Pack: indepth suite of interlinking, flexible and inter-active materials focusing on co-production, action learning sets and community of practice methods.(iv) Case Study Learning Resource: dynamic online learning exchange and peer-led case study learning resources.(v) Effective Practice Services Guide: project ""log book"" accounting for the project's objectives, activities, results and insight for effective practice.Guide's comprehensive evaluation shows a clear and consistent picture; a great value has been placed upon the equitable and mutual approach that underpinned the project, resulting in a high satisfaction rate in terms of the partnership's performance; the quality of relationships, collaboration and knowledge exchanges, resulted in high-quality, highly transferable learning experiences and resources and generated wider accessibility - 114 student and 16 trainer e-learning accounts created."

<< Objectives >>Digital Empow(H)er focus on the inclusion challenges of low skilled women from disadvantaged backgrounds within the labour market. The proposal aims to: 1. Develop an adult guidance framework to empower women in the digital sector, validate and integrate it in guidance services. 2. Equip guidance practitioners to identify relevant digital competences and address digital literacy needs. 3. Upskill and implement innovative approaches to support women to access learning and work opportunities.<< Implementation >>The project consists of 5 working packages and contributions of 6 partners including guidance services, adult education providers, a city council, a digital education expert and a Education and Training European network. Following research and consultations based on the WorkDesign guidance method, a competence framework will be produced and inform a training curriculum for peer guidance practitioners, including digital tools to embed in local settings, implementing it with disadvantaged women.<< Results >>The project considers tangible and non-tangible results:Blueprint for empowerment, lifelong learning and employability of women (adult education guidance framework)Training Curriculum for guidance practices focusing on women competencies Practitioners@work: User validation of guidance approach, digital learning resources and toolsEmpowered digitally upskilled womenDigital Empow(H)er Network and practitioners Community of PracticeMethodological guidelines and best practice recommendations

Socio-economic integration is essential for long-term employment stability, community participation and ultimately happiness in their new societies for refugees and humanitarian migrants. Nonetheless, there are extensive and deep-rooted barriers to overcome before integration is a reality, which are long-standing issues that persist to the current day. Adult education has a critical role to play in successful integration processes, by equipping individual refugees with the means to address many of the barriers that they face. In this context, with its focus on equipping refugees with skills and knowledge for digital self-learning and resilience, IEEDO develops innovative customised eLearning resources that promote resilience and efficacy in digital self-learning for refugees and humanitarian migrants - and the tutors and coaches that support them to reduce the disparity they face in European adult education. Its objectives surround the creation at the European level of novel tools and gamification-based learning methodologies for refugee that combine holistic digital skills informed by the EU Digcomp framework with the EU Key Competence of ‘learning how to learn’ that are that designed, developed and mobilised at a common transnational level.Over 36 months, the IEEDO project will engage with 60 coaches and 300 refugees, as well as a range of stakeholder organisations in its validation activities to design five specific Intellectual Outputs. The project begins with a study to provide a robust methodological underpinning for its approach in IO1 Digital self-learning: Pedagogical Framework. This, in turn leads to the design and production of IO2, the Coaching Curriculum Programme: Supporting Digital Self-Learning with specified and detailed learning objectives, and content development for the tutors and coaches that support the target community of learners – many of whom are earlier generation refugees themselves. At the heart of the project is IO3 - The IEEDO Digital Kit for building resilience in self-learning. This is an interactive eLearning resource for refugees using interactive and videogame-based approaches for refugees to develop their digital self-learning skills for resilience and progression, whether learning in autonomous or blended learning concepts. This is accompanied by IO4, the Pedagogical Guide and Digital Resource Pack for Coaches to ensure that coaches and tutors in adult and community learning contexts are equipped with the skills and knowledge to accompany IO3 and support refugees as they develop their digital self-learning skills. Finally, IO5 Guidelines for IDDEO learning suite service integration draws together the experiences of the project to produce a step guide for learning providers and service design managers on the key principles, techniques and resources generated by IEEEDO and how to get the best from them so that refugees are supported with customised and flexible approaches specifically designed for them.The IEEDO project also implements a transnational joint staff training event, in which the coordinators of the digital learning coaches in each country work together at a high pedagogical level so that the developed resources can be robustly validated with the refugee learner communities. There is also a programme of 6 Multiplier events in partner countries, including a mid-term transnational conference in Berlin and the final IEEDO conference in the UK.Ultimately, IEEDO offers a flexible, sustainable solution that is scalable, transferable and replicable, contributing to the innovation that will be required to address this challenge. The ultimate, long term vision is that partners and their networks will open up new avenues for effective adult and community-based learning with refugees and humanitarian migrants through the IEEDO model of digital self-learning to foster educational, social and economic integration as an exemplar approach for refugee communities.

"The situation of youth employment, young people under 30, remains alarming. Many countries in Europe have very high rates of youth unemployment. The reality is that we are talking about a group that has an uncertain future, with a difficult insertion in the labor market, although many of them have higher education and master, and working conditions are precarious: little stability, temporary contracts, poor family reconciliation and low wages. In a context where access to work has become, the race to employability contains a lot of obstacles and difficulties, there are many candidates and a lot of competitiveness.The development of the SYMPATIC project at transnational level is composed of a diversity of partners, with different but complementary expertise: Eurocircle as coordinator project in Marseille (France), ADICE in Roubaix (France), CIOFS-FP in Rome (Italy), U-Bus in Berlin (Germany), Metropolisnet in Berlin (Germany) and EDIT-C in Nicosia (Cyprus). The consortium has experience in the transnational mobility of young people (volunteering or VET), and will work on the creation of a reliable network with companies in the tourism sector. These companies will be the other key actors in the development of the project since they will provide guidance and follow-up to the young people in their mobility to develop soft and hard competencies for employment.In the project there are three key groups of participants:-Young people under 30 who participate in a mobility program or a VET. -The social workers/ mobility providers / VET providers (from partner organisation) who will help young people before, during and after the mobility. the staff, during the project, will be trained to be come Job Coach, equipped to provide more accurate professional guidance for young adults job seekers more mobile. -The tutors in the companies who will work on the follow up of the young people, build a trustful relations, attend a training to adapt job vacancies with hard and soft skills that can better match with young people. The role of the tutor is to help and support the young job seekers before, during and after the mobility / VET in order for them to develop appropriate competences for a future professional integration. Objectives1/ Create a link between companies that recruit on a regular basis (i.e tourism sectors: guides, drivers, information centres, accommodation, catering / restaurant industry, selling, seasonal jobs) and young people looking for a job.-Draw a panorama of the job market (needs and demands) and job vacancies in the sectors-Train employers to be tutors of young people 2/ Facilitate the integration of young people in the labour market at national level and abroad-Train social workers/mobility providers / VET providers to be job coach-Enable young people to get trained during a mobility and come back with the necessary competences to integrate the labour market-Facilitate the recognition of the acquired competencesOutputs: It is a complex and ambitious project with four fundamental intellectual products generated. The implementation of the project is scheduled for a period of 26 months to allow the testing and production of high quality intellectual products / results, as indicated below:IO 1 - Occupational profile. It is about developing a detailed study about the labor reality and profiles needed (hard and soft skills) in the field of tourism.IO 2 - A Tutors' kit: it is about developing a training and a manual for the tutors in the companies, before and after the mobility / VET so that they can monitor the young people and can support / facilitate the professional integration.IO 3 - The mobility pack: it is a training to become a job coach with 3 main topics (LTTA)-how to be a job coach (roles and missions + the 7 scenarios possible after a mobility or a VET-how to wisely use social media: promote a youth experience with social media and search for a job with the appropriate profile on the appropriate social media-how to evaluate the competences developed on a mobilitythe mobility pack will then be composed of a training content with learning objectives and outcomes and each of the 7 scenarios developed in the 4 countries.IO 4 - An online platform: The objective is to connect the young people who participate in the project and the recruiters of the companies to encourage better communication between them and above all an appropriate matching.Expected results on a larger scale:A facilitated labor integration for young people after a mobilityA process of recruitment that starts before the mobility / VET & a better communication between young people and employersA trustful relationship between the young person, the job coach and the tutor / employerA network of companies in different countries that are recruiting on a regular basis and their vacanciesA pool of young people on the online platform that are ""available"" and competent to apply for the job vacancies"

The overarching aim of this project is to design, develop and implement a Future of Work Framework focused on the identification -through a guidance process- of transversal skills that can be used to future-proof the careers of disadvantaged job seekers and enable sustainable future employment. Seven partners from six programme countries will adapt and develop the INFORM model (developed in a Leonardo da Vinci Transfer of Innovation project IRL/06/B/F/PP-153101) so as to ensure its relevance in a technological and digital future labour market across Europe. The project has three main objectives (1) to enable Individuals to become aware of their own skills for the future labour market particularly in relation to communication and interpersonal skills; (2) to create awareness of future workplaces, their requirements, and associated VET progression routes; and (3) to create a culture of training and up-skilling of guidance practitioners in a fast changing labour market. -Context/needs addressed: The world of work is changing. Automation has the potential to transform future jobs and the structure of the labour force. In recent years technological change and modernising of the workforce has accelerated and for those already in the labour market their capacity to adapt will be essential to sustaining their career progression. For job seekers not currently in employment the development of both technological and soft skills will be crucial to accessing quality work into the future. In particular soft skills, which help people to adapt, will be essential for negotiating the new world of work. Many low skill and routine tasks are now automated, and increasingly computers perform more complex cognitive tasks, yet automation of simple human interaction has proven difficult (Deming, 2015). Thus there is a need for an increasing value to be placed on soft skills. FYC seeks to influence the long term achievement of Bruges (2010) which advocates for increased inclusion and access for disadvantaged people, and encourages creative, innovative and entrepreneurial thinking. In addition the Riga conclusions (2015) advocate for ‘enhanced access to VET and qualifications for all through more flexible and permeable systems, notably by offering efficient and integrated guidance services and making available validation of non-formal and informal learning’. Similarly at national level the National Skills Strategy 2025 and the Expert Group on Future Skills Needs (2018) identify soft skills as key competences for the future workplace. Yet, for many disadvantaged job seekers outside of the formal education system, access to guidance which enables the identification of soft skills relevant for future workplaces, developed through informal and non-formal learning, is limited.The FYC project aims to bridge this gap.FYC will research the Future of Work and the soft skills essential for a digital workplace, and assess the usefulness of the INFORM tool in identifying these skills. It will further develop the INFORM tool in terms of content and technical aspects, and psychometrically evaluate it to establish its quality. In addition, the FYC partnership will develop a training module for guidance practitioners on the Future of Work and use of the adapted FYC tool. It will use a Knowledge Translation approach to transfer learning as widely as possible. It will pilot the FYC tool with 100 job seekers, test the FYC training with 120 practitioners, implement 5 TMs and 7 MEs. It will take a serious approach to Policy-Practice gaps with regard to preparing guidance practitioners and disadvantaged job seekers for the future work place, create a space for this dialogue, and design two knowledge translation handbooks to support sustainability and recognition. -Target Groups:disadvantaged job seekers (disadvantaged in VET/Labour market, including those with disabilities, low educational background, multiple barriers to access), career guidance practitioners/employment support services, VET stakeholders (including employers), national and European wide guidance. -Core partnership: 7 organisations representing 6 countries (Ireland (x2), Germany, Spain, Austria, Romania and Italy) including community based employment support services, a support service for people with acquired brain injury, learning/skills/entrepreneurial consortium, a national VET organisation, an EU wide social inclusion/labour market/and policy focused consortium, a large city based employment support service focused on VET and lifelong learning, and a large technical university.-Main results: FYC Framework including the FYC tool, Guidance Practitioner training module on the Future of Work, an implemented and tested pilot of the FYC tool, a psychometric evaluation, Knowledge Translation Toolkit for Policy and PracticeFYC seeks to have long term enduring impact on guidance practice reorienting it towards a new work environment where soft skills are valued.