Strategic partnership Youth Work HD, financed by the European Commission through Erasmus+ program, was implemented with an aim of giving an answer to the needs of youth workers that aren't covered at the moment in the countries involved in project (Croatia, Italy, Latvia and Lithuania), but also in most European countries. Four partners involved in this project have been working on standardization of youth work, CTC Rijeka (Croatia), EGInA Srl (Italy), LIKTA (Latvia) and LIA (Lithuania). They have gathered to develop and transfer learning methodology intended for youth workers into an online environment, in order to make it accessible to larger group of youth workers and transferable to other European countries. They have recognized general skills and knowledge that could help to set standards among different types of youth workers in Europe. The acquisition of needed skills and knowledge for youth workers was achieved through developed online courses that deal with topics defined through Research on youth work in Croatia, Italy, Latvia and Lithuania - reaching out to young people, usage of ICT tools in youth work, policy impact in the field of youth, cooperation with relevant stakeholders. The anticipated objectives were: (1) to administrate quality analysis of educational needs of youth workers, (2) to develop high-quality platform for non-formal education of youth workers, (3) to promote better support to youth workers on national level and all were met by the implementation of main activities organised around three Intellectual outputs: (1) a research on the educational needs of youth workers, (2) the development of curricula, educational materials and online courses, and (3) the development of an online platform YW HD that integrates those courses. The impact of the project results manifests in raising youth workers’ competences that resulted in increased quality of their work with youth, raising awareness on the needs of youth workers on local/regional/national/EU levels among public, stakeholders from the youth field, and decision makers relevant for inducing professionalization of youth work. Long-term benefits of YW HD project manifest in continuous utilization of the online platform, further education of youth workers, as well as further development and usage of the online platform by other organizations.

<< Background >>HDLU ss the largest professional association has an overview of the labor market needs and the needs of artists. We are aware of the fact that artists do not have a number of concrete skills and knowledge to cope better in the world of work. However, the vocational artistic high school curriculum does not provide any content that would enable students to acquire skills for a quality understanding of opportunities and relations in the labor market immediately after graduating from high school. We're talking about knowledge and skills from entrepreneurship, law, and economics, financial management, digital skills and marketing, communication, social network content management, etc. One of the weaknesses of the creative and cultural industry is the mismatch of the market labor and the needs of the sector for an adequate and educated workforce. The emphasis should be on developing new skills through the education system. Artists who acquire these skills should have a higher probability of success in making a living practicing their art form. For two years now, the HDLU has been periodically conducting a seminar for its artists on business skills. Through feedback questionnaires and daily inquiries by members who are addressing us for help, we are aware that both secondary and higher education do not prepare artists to run their own business or to do business with others. Artists can do business through several very different business models, but through education, they are not even familiar with how to legally sell their work or service. In the world, cultural and creative industries have shown great resilience to crises, so future artists should be well informed about the opportunities offered to them for various types of cooperation in the global marketplace. This makes it very difficult for artists to work because they spend too much time gathering information, and often because of ignorance, they work illegally, not pay taxes, avoid doing business internationally, work without contracts and so on. In the last 5 years, circumstances and market conditions have changed drastically for artists and they are, more the ever, unprepared to act professionally in this market. Artists need to acquire new set of skills (digital, entrepreneurial and communication) to be able to respond to these market changes: (1) decrease of direct sales and significant increase of online sales(2) outburst of art fairs in region which set new business, communication and presentation standards for artists(3) changes in consumer behavior - internet is the main source of information and comparison when making purchasing decisions(4) increasing interest of buyers to own artworks, especially affordable young art(5) stronger legal and fiscal regulation requirements by the authorities(6) expected registered minimum earnings for artists to be able to receive social and health welfare and other financial benefits(7) internationalization of market and need to work and sell globally to be able to survive(8) strong growth of creative industries which bring job opportunities for artists (gaming, advertising, tourism and interior design).This project addresses the need that has long been neglected, and the schools haven`t got the ability to solve the problem by themselves.<< Objectives >>The locomotive of the global economy is dynamic, competition is intense, and changes occur frequently. This is also visible in the art sector. As art institutions, we need to cooperate to improve our artists' sector influence, impact, and success on the labor market, which is a bit different from other professionals. We also need to share experiences, exchange good practices, and cooperate to transfer our work to higher-level expanding and internationalizing educational activities of institutions and participants. In cooperation with our partners we can produce an innovative vocational curriculum that covers basic knowledge and skills that young artists need for a quality start to work, either as entrepreneurs (freelancers, independent artists, self-employed) or company employees. Students will gain knowledge that would not be obtained without the project. Together we will develop an innovative curriculum that does not exist in any art secondary vocational school in the Republic of Croatia. This curriculum does not exist in the programs of similar high schools in the region (Slovenia, Austria). After its development, the curriculum will be able to be applied more widely than in the Republic of Croatia. It will also be applicable in both primary and upper vocational education and training.Project has the aim: - To educate students to be self-sufficient and self-reliable in running their business carriers- To educate teachers to implement the materials of the new curriculum to benefit of the students- To educate already finished artists in business/IT/digital skills they are currently lacking.<< Implementation >>During the project, the participating organizations will produce, pilot, evaluate and publish a new curriculum consisting of 3 modules covering the topics of entrepreneurial, IT, and communication skills for artists and designers. Partners will first analyse the available research, agree on a methodological framework of the curriculum, produce curriculum outcomes, produce learning and teaching materials and then pilot the course through LTTA. After the piloting the curriculum will be amended and improved according to evaluation results. The final curriculum document and all learning and teaching materials will be published online and presented in final conference in each partner country. Also, all materials will be available in all partner languages + ENG.<< Results >>The outcome of the project is a curriculum for the implementation of a new course. Through the project, experts will develop a curriculum and learning and teaching materials that will educate students in vocational schools for art and design professions. The curriculum will consist of 3 modules: • Entrepreneurial skills for artists in creative industries (1) legal and fiscal framework for artists (2) pricing strategy, sales, and negotiation skills • IT skills for artists in creative industries: (1) setting up a self-promotion website with appropriate content (2) web shop implementation• Communication skills for artists in creative industries: (1) writing an artist statement and creating a portfolio (2) relationship building with clients and institutions (3) social media presence.Modules will be methodically developed, and their content will be adapted to the specific needs of students and teachers who will implement the program.All of these topics are adjusted to the real needs of artists and designers after their graduation, in order to become a part of the labor market. All learning materials will be made based on examples and case studies from the art world. Piloting of the modules of the new curriculum would be organized in a form of a 5-day LTTA in Maribor with students and teachers from Maribor and Zagreb.The rest of project activities (transnational meeting and dissemination events) will lead to good practices exchange among partners. Teachers and schools will get new knowledge and experiences to improve teaching and learning methods, personal skills will be improved to ease communication across borders, such as intercultural and language skills, and learning of good practices from other European countries will be achieved. Students participating in the piloting of the project will have a chance to raise skills and competencies for future careers and by this will be at an advantage position over their peers.HDLU has the intention to use the curriculum and learning materials to produce a series of seminars for artists that will be publicly and permanently available on the HDLU website and Vimeo video platform.

<< Objectives >>CybARverse supports IT as well as non-IT teachers and trainers through the acquisition of digital competences, among other things through the learning use of immersive media. The focus is on recognising and reacting correctly to cyber-attacks. This promotes cyber security awareness, the implementation of the Digital Education Action Plan (Actions 5 and 7) as well as national agendas, and it contributes to a more digital, greener and more inclusive teaching and learning.<< Implementation >>Professional project management enables the development, testing, evaluation and transfer of immersive media-enriched teaching and learning scenarios for cybersecurity training. This is based on needs assessments from LT, CY, RO and MT, which result in pedagogical guidelines, 16 teaching and learning scenarios and four CybARverse academies. The experiences are continuously targeted and marketed via the social media channels of the partners and their networks at regional, national and EU level.<< Results >>CybARverse leads to more digitally competent teachers and trainers. This promotes personal cybersecurity competence as well as the cyber resilience of educational institutions. At least 80 trainers and teachers will be qualified in the four partner countries and additional 149.000 people will be sensitised through online and offline promotional activities. All results are freely available on the project website and support the transfer of knowledge to the focus occupations and beyond.

The project aimed to design and deliver a training programme specialising in Entrepreneurship and eCommerce. The course aimed at increasing the knowledge and competences of female individuals in the area of electronic commerce and business. The aim of the course is to improve the employment prospects or business opportunities of the participants.The course targets female individuals who would like to:-Increase their knowledge on the importance of e-commerce in today’s competitive environment;-have an opportunity to access a range of resources and tools specially made for women entrepreneurs who would like to start a business or have recently started a business;-Explore adopting e-commerce services as part of their product / service offering,-Use e-commerce to bring a new service/product closer to the market. In the framework of the Smart Women project, seven partners from European countries have created an innovative European Training Model, focused on women, aiming for encouraging entrepreneurship and putting business ideas into practice. The Smart Women Model combines online learning using online learning platforms and face to face training based on project collaboration, peer-learning, guidance, coaching and counselling. Also for each topic a quiz was developed to assess the participants at the end of each module.The following topics were included;1. Planning your Business2. Digital Marketing3. Creating Digital Content4. ICT and Online Security5. E-CommerceA thorough awareness and marketing campaign will was implemented to promote this training course vis-à-vis its importance for the growth of the European economy. This also included the branding of the project, the promotion of the course amongst potential participants, and the organization of conferences in identified partnering countries. To support the sustainability of the project, this component will also include the carrying out of ex-post surveys to establish the effectiveness of the training and be used to fine-tune the delivery of the programme.Development of an e-learning platform – in parallel with the delivery of the training programme, this project embarked on transforming the content of the course into a virtual learning environment (moodle). The e-learning platform will support the sustainability of the project. Having an online / blended course will reduce operational costs following the closure of the project and will also provide a more accessible learning environment for participants with different needs. Moreover, the e-learning platform will allow the course programme to be delivered following closure of the project. The activities were accompanied by 6 transnational project meetings where the expertise and ideas were exchanged, the observation of workplan and time schedule monitored as well as the next tasks and responsibilities agreed.The project consortium consisted of 7 partners, each of the partners brings to the project team a high-quality profile, multi-sectoral knowledge from similar previous initiatives and experienced working teams; all of which can be exploited for the successful project implementation. The Applicant, the Malta Communications Authority (MCA), has the remit to bridge the digital divide by stimulating and supporting citizens and business to embrace Information and Communication Technology (ICT) as a key enabler to continued social and economic growth. All Digital is a European non-for-profit organisation (NGO) and a member based association with a central office in Brussels, Belgium. LIKTA is a member of Chamber of Commerce and Industry of Latvia, member of The Confederation of Employers of Latvia, as well as member of Pan- European associations. LIKTA holds the status of Educational institution and has a network of 31 E-competence centres around Latvia. Langas į ateitį provides basic ICT training courses for all citizens for free. More than 120.000 people graduated from distance/classroom training courses since 2003. Dedalo Foundation for the Development of the Information Society is a non-profit Foundation located in Tudela, the second most populated city of Navarra region in Spain. The Cyprus Computer Society (CCS) is an independent, professional, scientific, nongovernmental and non–for-profit organization seeking to improve and promote high standards amongst informatics professionals in Cyprus. Fundația EOS – Educating for an Open Society (EOS Romania – www.eos.ro) is a private, non-profit organization. Its main goal is to bridge the digital divide in Romania by helping people realise their full potential through the use of technology.

"With the project Generation 0101 project consortium tackled unemployment as one of the most relevant youth problem in Europe today. Interrelated with this issue, there is a growing need for placing a stronger emphasis on the development and recognition of ICT skills in order for people all over Europe to become better educated and more competitive in the job market. Objectives of the project were to increase competitiveness of young people in the job market and thus helping in fighting unemployment in Europe, while emphasizing the importance of ICT for professional development and employability in digital industries, stressing the value of non-formal and informal learning and raising of civic engagement of youth workers and young people in partner countries.Project consortium consisted of 7 organisations from 6 countries: Centar tehničke kulture Rijeka (Croatia), Asociacija ""Langas į ateitį"" (Lithuania), Associazione Centro Studi Città di Foligno (Italy), Cyprus Community Media Center (Cyprus), Izmir Universitesi (Turkey), Latvijas Informācijas un komunikācijas tehnoloģijas asociācija (Latvia) and Telecentar (Croatia). Partner organisations had great experience in raising digital skills of young people, while some were also coordinators of National Coalitions for Digital Skills and Jobs. Out of 6 countries involved in project, 3 countries had Digital Agenda consolidated in national documents and 3 countries didn’t recognise importance of integration of objectives of Digital Agenda into existing or newly developed strategies. In order to define in detail needs of digital market and youth, research was implemented. Main goal was to analyse educational needs in each country and important challenges which has to be tackled if countries want to respond on needs of digital market. Research revealed that countries with integrated goals of Digital agenda already allocated funds for raising digital skills of youth, but also citizens in general, and already responded on the need of digital market, while other countries are facing bigger gap between skilled workers and market needs. According to the results, seven educational modules were developed and 322 young people educated to be eJournalist, speakers on Community Web Radios, web designers, video editors, coders, mobile apps developers or advanced users of online collaboration tools. Materials developed are adjusted for onsite learning, but also for self-studying and last from 20 to 40 hours. In addition, learning is based on practical skills development and it results with project which can be added to personal portfolio. By the end of education, 142 projects were created from scratch by young people and 19 projects which were directly requested from NGOs, CSOs and other organisations important for community development. Methodology of Hackathon showed its usefulness for testing digital skills of young people while having positive impact on local community.Long-term impact of the project is sustained with open educational resources developed and available on www.generation0101.eu, their adjustment for integration into formal educational system and by projects (digital solutions) created for national and local organisations."