"It is a commonly held belief that contemporary society is changing rapidly in the 21st century. As a result, citizens are charged with the task to reach the hectic pace of technological evolution in every aspect of their life. Furthermore life-long learning is widely accepted to be an inevitable part of modern man’s life in order to survive in an extremely competitive working environment. ICT plays a significant role in life-long learning as those without digital skills are nowadays considered to be illiterate. Even those with basic digital skills soon feel inefficient to respond to modern market demands, while those that manage to follow the technological changes and have advanced digital skills are much in request and very well-paid. The European Commission is promoting various initiatives aimed at increasing training in digital skills for the workforce; modernising education across the EU; harnessing digital technologies for learning and for the recognition and validation of skills; and anticipating and analysing skills needs.A strong digital economy is vital for innovation, growth, jobs and European competitiveness. The spread of digital is having a massive impact on the labour market and the type of skills needed in the economy and society.It is changing the structure of employment, leading to the automation of ""routine"" tasks and to the creation of new and different things: - It is leading to the need for more skilled ICT professionals in all sectors of the economy. It is estimated that there will be 500,000 unfilled vacancies for ICT professionals by 2020. - It is leading to the need for digital skills for nearly all jobs where ICT complements existing tasks. Careers such as engineers, teachers and many more - require increasing levels of digital skills.- It changes the way we learn by fostering online communities, by enabling personalised learning experiences, by supporting the development of soft skills such as problem solving, collaboration and creativity, and by making learning fun.- It is leading to the need for every citizen to have at least basic digital skills in order to live, work, learn and participate in the modern society.- The full potential for improving education through ICT in Europe remains yet to be discovered and this is why the European Commission is developing policy and supporting research to make learners fit for 21st century life and work.Educators of all sectors but most importantly adult education trainers face many challenges as they deal with increasingly complex and diverse learning situations and meet competence demands in a constantly changing work environment with the evolvement of new technologies, a constantly changing labour market with highly technical skill demands and a challenging socio-economic context. As a result, there is an urgent need for adult education trainers to enhance the uptake of ICT in teaching and learning, to promote stronger coherence of the needs of the labour market thus achieving a better skill match for their students as well as bridging the gap between education and the working world.The project will aim to develop an online learning platform and mobile tools for adult education trainers’ digital skills and competences improvement by participating in personal professional development programme. The Project will enhance digital integration in learning, teaching and training while promoting access and learning through open educational resources, supporting ICT-based training, learning and assessment at the education level.Project consortium will create an online, dynamic, multi assessed online platform, which will provide appealing and effective high tech possibilities for level – measuring, training and validating digital skills. This will help adult education trainers to control skill deficit and update their abilities throughout their career focusing on the current needs of the labour market and the economy. Project target groups are adult education trainers and LLP centre lecturers.Project intellectual outputs are:1. Digital literacy technical requirement report2. Digital skills learning outcomes for adult education trainers3. Digital skills training online learning platform 4. Mobile application for educational and technical softwares5. The usability toolkitProject partners have expertise in pedagogy and new ICT technologies into formal and non-formal education. All partners have necessary human capacity, experience and technical resources to fulfil requirements of the project activities. Partner organisations are university, adult education and training centres, vocational training institute, software development company and educational NGO."

The people with disabilities (PwD) are the most disadvantaged group with regards to employment. Up to 2011 (the latest official date available) in Bulgaria their number (aged 18-29) is about 227 000 and more than 60% of them are unemployed. In Turkey they are 273,915 and only 15% are in employment compared with the national average of over 80%. In Austria they are around 850,000 and only 19% are employed and in Spain they are 3,847,900 and only 11% of them have permanent job.This project was built in line with the one of the key areas of both European Disability Strategy 2010-2020 and Europe 2020 to allow full accessibility to the labour market for people with disabilities. In many European countries and beyond (Turkey), the access to the labour market is still not given because of the lack of suitable and powerful implemented support concepts who may ensure a smooth preparation and follow-up.The impact of the Supported employment (SE) approach (a method of working with disabled people and other disadvantaged groups to access and maintain paid employment in the open labour market) is very beneficial to the PwD and during its implementation phase it gives clear quality improvement of the accessibility to the labour market for those targets.The COACH@WORK project continued the inclusion and implementation of the Supported employment approach in Austria and Spain, but also in new countries such as Bulgaria and Turkey where this was done for the first time by developing EQAVET system for recognition, validation and accreditation of their knowledge, skills and competencies, dedicated VET programme together with (self-) assessment procedures and tools. It involved 4 partners from Bulgaria, one from Austria, one from Spain and one from Turkey. This COACH@WORK VET programme related to the new job profile of Supported employment specialist was accredited by the national body (NAVET) which happened for the first time in Europe in that field. In Spain and Turkey the accreditation procedure also applied and the outcomes are expected from the relevant authorities. In Austria it is provided on a regional level by the biggest SE provider. This training programme was followed by piloting implementation phase where a memorandum of understanding for the further exploitation of the ECVET based project outputs was concluded.The long term impact of the project increased the employment rates of PwD who were inactive in the labour market and have low or no work experience. This led to greater independence and financial security, allowing them to become fully active members of society in general and ultimately to an improved economy. On the other hand, SE consultants who successfully completed the pilot course and were validated by the dual verification tool (IO2) now have the ability to increase their opportunities for sustainable employment by providing this very innovative expertise on National and EU levels.The developed VET training programme is consisting of predefined learning outcomes which are connected with the dedicated unique ECVET training programme for SE providers and consisting of the following modules:1. Module 1 - Disability Awareness2. Module 2 - Acquisition of key and transversal competences3. Module 3 - Practical methods in the coaching process4. Module 4 - Mainstreaming and Digital Technologies as Support to the Education, Employment and Well-Being of People with Disabilities5. Module 5 - Supported employment basics - the five steps process6. Module 6 - Attitudes and approaches towards people with disabilities7. Module 7 - Pre-employment agenda8. Module 8 - Career guidance - labour market methods9. Module 9 - Implementation and NetworkingThe project successfully achieved all its objectives: introduction of appropriate EQAVET system for recognition, validation and accreditation of the knowledge, skills and competencies of the Supported Employment (SE) providers. It allows a more efficient and effective monitoring of the recruitment of SE consultants and providers. The project has demonstrated the capacity to adjust the type of IOs according to the needs of the target groups. The project demonstrates a real impact on target groups, beneficiaries and gatekeepers.The impact of the project was observed directly – related to the main results of the project, as well as indirectly – related to the dissemination and exploitation of the concepts and methodologies developed and implemented through the project. The main impact of the project can be measured as a real support for establishment of a clear legal framework for the national inclusion of the Supported Employment around the partner countries (BG & TR). The project has reached the expected impact in number of courses implemented and number of people taught.All project results are available via: www.supportemployment.eu

This project was dedicated to conceptualizing and development of Social Competence (SC) for personal, social and professional development through creation of mobile serious games for children with learning difficulties and/or mild disabilities. SC is positively related to building and maintaining social relations, both intimate & professional. SC is also positively connected to the development of pro-social behaviors and the restriction of destructive behaviors, academic ability and success in learning, and development of self concept and personality self-actualization. SC also restricts involvement in destructive behaviors and emergence of interpersonal conflicts and ruptures which lead to non-acceptance and rejection, destructive conflicts resolution, and emotional and behavioral problems induced by inefficient social relations. As such, helping children with learning difficulties to improve their social competence is a very important contribution to the overall well being of the society, and the main concept behind our project. The specific objective of this project were to: 1.tackle the barriers for children and youth with disabilities; 2.meet the targets for improving basic skills levels; 3.improve learning and understanding skills and encourage progression. The target group for the project was children and youth with: 1.with mild learning disabilities (slow rate of maturation, reduced learning capacity and inadequate social adjustment). 2.mild sensory impairments. 3.low level social skills. 4.specific learning difficulties: a.dyslexia (reading problem) b.dyspraxia (coordination and movement problem) c.autism spectrum disorder (social deficits and communication difficulties, stereotyped or repetitive behaviors and interests, sensory issues, and in some cases, cognitive delays) d.Attention Deficit Hyperactivity Disorder (ADHD). The partners involved were: 1.Istanbul Sehir University (coordinator), Turkey 2.University of Pannonia, Hungary 3.University of Maribor, Slovenia 4.ZGURA-M Ltd., Bulgaria 5.PhoenixKM, Belgium 6.Uluslarasi Bilim, Inovasyon, Teknoloji ve Egitimi Destekleme Dernegi (UBITED), Turkey 7.ACT Creative, Turkey From a high level, the following main activities were undertaken and successfully completed: An extensive scoping report was carried out in all partner countries, involving about 500 users. A user-centred design with iterative cycles of testing and refinement was used to ensure the serious games being developed were accessible, usable and engaging. A set of 10 games for Social Competence (SC) were created, some in 3D, to allow users to experience a pre-authored SC scenario. The games were mobile and run on smartphones and tablets, as well as laptops and PCs. Pilot studies showed the serious games engage the children in role-playing social competence scenarios to explore differences, conflicts, and ultimately to find resolutions. The main results were a suite of e-learning materials, e-games and accompanying paper-based resources with learning objects to raise social skills. Among other results, we developed and released a set of 10 mobile games: AndMath, Cars Racing, Labyrinth, Manage Yourself, Card Pairing Memory, Weekend Wonderland, Into the Forrest (3D), Minecraft ISG (3D), Sequence (3D), and Memori (3D). These were created using an iterative and user-centric development process. We first performed an extensive Scoping Report with almost 500 individuals in all partner countries to identify and analyze target audience, training needs, tasks, and environments of use, for materials adaptation and development of the games. We then worked on the appropriate accessible learning objects, assuming the principles of collaborative blended learning which involves a student/person with mild learning difficulties and a trainer/teacher. Next, we developed the serious games themselves, worked on the trainers’ and users’ manual, and finally field tested them in a pilot study of children with learning difficulty and/or disabilities. In parallel, we also developed a collaborative mobile learning platform, for the hosting the games. Extensive pilot studies were conducted in all partner countries and showed very promising results in terms of the children’s both enthusiasm to play the games and improvement in their SC. The longer term benefits include improving: Basic Skills – literacy, numeracy, ICT. Personal Development Skills – self-esteem, confidence building and motivation; managing anger; managing stress; working with other people Key Skills, defined by the DFES in the UK as “essential skills that underpin success in education, lifelong learning and personal development.”, to include; communication, application of number and information technology working with others, improving own learning and performance or problem solving Work Skills - Work preparation and sustainability skills to individual need, which might include travel training; communication support etc.

Due to the ongoing economic crisis in Europe, worsened by the ongoing COVID-19 pandemic, many SMEs faced difficulties and were forced to lay off people. This often resulted in young and low skilled employees being the first to lose their jobs. Since then, many have failed to re-enter the labour market (evidenced by large unemployment among young people in Bulgaria, Greece and Turkey). This “forces” young and low skilled people in many cases to start a business as the only way to leave unemployment and avoid poverty. The problem however is that many young low skilled people embark in entrepreneurship without having the necessary skills to avoid the many caveats that they will encounter when starting and operating their business. Young entrepreneurs of newly established micro-SMEs, due to their lack of training and education, are facing many problems: incorrect calculation of costing and pricing of goods/services, wrong assumptions with regards to cost of operating the business, etc. It is critical that we invest in the next generation of young entrepreneurs, at a time of such high youth unemployment in many countries and worrying social disenfranchisement. Young people often have little work experience, either as employees or entrepreneurs, and are unlikely to have been able to acquire significant specialised technical, business management or personal entrepreneurial experience. The relationship between management accounting and entrepreneurship is a close yet crucial aspect of entrepreneurship, often overlooked, but highly toxic when not considered, especially for new start-ups. Management accounting is the planning and monitoring in an organisation, both financially and non-financially quantified. It is this wide approach Y4B project will focus on, especially how entrepreneurship relies heavily on reliable management accounting, and why young or would-be entrepreneurs should pay specific attention to it. Y4B project fulfilled its preliminary stated objectives. During the realisation of the project activities, we supported young starting entrepreneurs with a disadvantaged background to embark into entrepreneurship, with special support directed towards management accounting. We offered tailored to them multilingual online and mobile applications (for Android and iOS mobile devices), good practices, guidelines, video based testimonials and case studies, online ongoing support and a set of interactive financial tools wizard-style simulators for management accounting. In addition, online livebooks were created of our handy booklet, and this in all partner languages + English. In all project activities, we have targeted unemployed/uneducated aspiring entrepreneurs, people with refugee/immigrant background and especially people with socially disadvantaged background, with a special attention also for female entrepreneurs (see many case studies with female entrepreneurs). Upon realisation of our intensive piloting phase between Oct 2020 and May 2021, we have been able to test the applicability of the following intellectual outputs produced in English, Bulgarian, Greek, Dutch and Turkish languages: - IO1 Training course Management Accounting for inclusion in VET entrepreneurship trainings, in accordance with ECVET (consisting of curriculum, modules, proficiency glossary and self-assessment tool); - IO2 Mobile learning apps (for Android & iOS mobile devices) with case driven modular approach, which included financial tools wizard-style simulators for management accounting, video testimonials and financial tools simulators. - IO3 Pedagogical impact and best practices report, which consist of pedagogical impact analysis to be used towards policy makers supported by best/good practices and case studies on management accounting and entrepreneurship in EU and all partner countries. At the end of the project, we may conclude that the Y4B intellectual outputs led to the enhancement of existing training courses in the partner countries and the partnership enabled their immediate take-up by VET centres. All partners have identified that the intellectual outputs and the supportive tools were beneficial both to users - around 227 entrepreneurs, students of economy, students from disadvantaged backgrounds, unemployed people and 55 VET trainers/teachers from secondary and tertiary level VET institutions. During several occasions (meetings, dissemination events, piloting, feedback gathering) the partnership collected valuable qualitative information and based on that improved the intellectual outputs, so that they are at the end meaningful and have practical application usefulness. We have achieved tangible impact onto the VET training provision in Bulgaria, Belgium, Greece and Turkey in terms of better provision of qualitative training materials. Existing courses in the field of economy, entrepreneurship, business now embed the Y4B training material and course content, as well as the supporting tools.

Tourism is a key sector of the European economy. It comprises a wide variety of products and destinations and involves many different stakeholders, both public and private, with areas of competence very decentralised, often at regional and local levels. Tourism is certainly one of the sectors that can provide a valuable contribution to the achievement of the Europe 2020 objectives. It directly offers jobs to almost 9.7 million citizens, with a significant proportion of young people, and it provides a direct contribution of 5% to the EU GDP. When related sectors are taken into account, the estimated contribution of tourism to GDP creation is much higher: tourism indirectly generates more than 10% of the European Union’s GDP and provides about 12% of the labour force. Furthermore,it clearly registered a rate of employment growth sensitively more pronounced than in other economic sectors and it strongly contributed to economic recovery by good performance in terms of international tourist arrivals. Local and regional authorities can play a very important role towards strengthening Europe’s sustainable development and growth in the future.The project reached the following goals:- Improvement of the VET curricula for Thermal spa therapists in 5 countries (Turkey, Belgium, Bulgaria, Portugal, Slovenia)- Development of a competence profile for the Thermal spa therapists based on ECVET learning outcomes- Validation of non-formal and informal learning through a specific EQAVET control tool for case based assessment of the obtained knowledge, skills and competencies. - Seeking accreditation of the new enhanced job profile in Turkey- Support establishment and accreditation of new occupational profile in Turkey- Improvement of the qualification level of the leisure and spa workforce in 5 countries (Turkey, Belgium, Bulgaria, Portugal, Slovenia)- Improvement of the quality of the services in spa therapy objects towards all clients including those with special needs (people with disabilities, pregnant woman and older people).- Increase labour market relevance of learning provision and qualifications and reinforcing links between VET training with the world of work.- Increase of the employability of long term unemployed people who are seeking for a job in leisure and spa activities.- Foster transnational mobility of VET learners from tourism sector.- Strengthen dissemination and exploitation networks of key stakeholders on policy & practice and maximise exploitation of the project products. - Foster social cohesion and social inclusion to develop solidarity by learning activities which increased thermal spa therapists' tolerance towards disadvantaged groups in society and helped to reduce prejudice.- Improve the capacities of partners organisations active in the fields of VET training provision, notably in the areas of strategic development, organisational management, leadership, quality of learning provision, internationalisation, equity and inclusion, qualitative and targeted activities for specific groups (disabled people).All intellectual outputs of the project were successfully completed. OCP Therm project is ready for multiplication, exploitation and mainstreaming in the following areas:- All project intellectual outputs are customised according to local cultural characteristics in the beneficiaries countries (Turkey, Belgium, Bulgaria, Portugal, Slovenia).- These results and tools created can be used as core material for VET centres and educational institutions who would like to introduce their own professional training courses for thermal spa therapists.- The added value of this project was creating a modular course architecture addressing thermal spa therapists and thus equipping training professionals and enrich the course of existing trainings in partner countries. This also included a transversal possibility that some of the modules (i.e. servicing clients with special needs) can be transferred to other job domains (e.g. tourism overall) where such competence is needed.The project facilitated the validation of non-formal and informal learning and its permeability with formal education pathways which is a priority of the annual Work Programme adopted by EC.Realised intellectual outputs of the project are:1. A study of required competencies for thermal spa therapist in project partner countries2. Occupational competence profile of Thermal Care Agents for ECVET qualification (all languages)3. ECVET unique curriculum for Thermal Care Agents including offering of services for people with special needs (people with disabilities, pregnant woman and older people) (all languages)4. Integrated e-training environment (all languages)5. Sign language video guidebook for thermal, spa, bath and healthcare branches on provision of services to clients with hearing impairments (all languages)6. EQAVET control tool for assessment of the obtained knowledge, skills and competencies (all languages)