"Central to the project was the question of how to reach those remote from education – i.e., people who for whatever reason have had little or no formal adult education - to improve their participation in further education and to design and provide low-threshold learning opportunities. Studies show that only about 10% of the low-qualified participate in further education – among graduates of universities, the participation quote is four times as high. Education experts agree that being remote from education is not due solely to the individuals themselves. Often the institutions, too, are distant from the target audience. This is why experts suggest outreach educational guidance/counselling as well as further alternative approaches to increase participation in further education.Our project ON THE MOVE had its foundations in European Policies like the Europe 2020 strategy with its goals of smart, sustainable and inclusive growth. Lifelong learning and the development of skills are important factors in this strategy.Aims/ObjectivesThe goals of this project has been to identifying and disseminating successful approaches improving the integration and support of the educationally remote. With this project, staff in guidance/counselling and educational institutions in Europe learned about alternative approaches (predominantly of the outreach kind) bringing educationally remote and low-qualified people to further education and will implement these in their countries. This project and its results increase the chances of the educationally remote to find (better) work, as this is directly correlated with the level of qualification. Results/Outcomes and impact- Research from all project partners on suitable best practice examples in Europe for reaching educationally remote people. This also includes previously conducted European projects, whose results we will disseminate further. - Assessment matrix which was used to evaluate the identified guidance/counselling or education projects. - Website including an Open Educational Resource with 32 projects of low threshold learning possibilities and outreach approaches from different European countries. The site is available in all partner languages except Swedish. - A professional publication which contains 32 descriptions of the identified best practice examples. The portraits include hints which enable the implementation of low-threshold learning possibilities and outreach educational guidance or other alternative approaches to reaching the educationally remote at other institutions, too. - 6 Videos in which we give an insight in selected best practice projects.- In our main product, the best practice publication, we also included general recommendations for the implementation of the outreach approach and the use of ""easy language"".- For internal use we produced and regularly updated a dissemination and a quality plan, draft a project management handbook and a project agreement.The dissemination and implementation of our identified best practice examples in outreach educational guidance and low-threshold learning opportunities increase the possibility for more organisations and professionals to adopt these strategies in their services and therefore our target groups - those remote from education - profit from better access to learning opportunities and guidance/counselling.ActivitiesDesk research in 19 European countries to identify appropriate projects + assessment groups consisting of approx. 5 people active in the area of further education, who contributed to the evaluation of the project examples using an assessment matrix. Selection of 32 best practice projects from more than 100 identified projects. Writing portraits and collecting all projects in a professional publication.Towards the end of the project, each partner organised a public event and invited educational institutions, representatives of charities, those active in adult and further education, representatives of umbrella organisations, political decision-makers, representatives of the press, and everyone who is interested in the subject. Each event reached at least 30 people resulting in 200+ participants. During these events, the best practice approaches that were identified and developed were presented and the publication was distributed.Participating organisations:team training (coordinator), Germany: provider of adult education and social work, mainly for unemployedVytautas Magnus University, LithuaniaStichting De Regenboog Groep, The Netherlands: NGO committed to people with social problemsSuperact, United Kingdom: Community Interest Company with key areas in community development, health & wellbeing and employability & skills developmentPromidea, Italy: Social Cooperative of services for people at risk of marginalizationNorrköpings stadsmuseum, Sweden: historical museum run by the municipality of NorrköpingBFI Tirol Bildungs GmbH, Austria: vocational training institute"

"The project ""WINGS4Success- Intergenerational learning (IGL) at the workplace was understood as balance of knowledge, skills and competences ""transfer"" between all generations at the workplace. Despite its potential to improve both the performance of the respective company as well as the individual performance of the generations regarding employability the topic Intergenerational Learning (IGL) is still marginal to SMEs. That is why the project aimed to address IGL on the workplace more systematically. Therefore we intented to establish an training curricula for employer/employees as “Intergenerational Facilitator”, who shall help to surrender the passive role of intergenerational processes in the company by representing an active part of the company´s personnel policy. HR-Managers, owners, directors or special selected staff in SMEs were meant to take over the facilitators’ roles and should be trained to sensitize for, promote and facilitate IGL in SMEs in a structured way. The partnership was a very good mix of professional partners in the field of VET and the world of work (SMEs)1. Chambers of Commerce: * La Cambra da Comerc de Terrassa (ES) * IHK-Projektgesellschaft (DE), partner in a wide network of regional companies, especially SMEs; VET provider and regional stkeholders2. Training and counselling providers: * BFI Tirol (AT), * Mentortec (PT) with many years of experience in vocational education, in terms of designing courses and curricula, conducting training in and with businesses and networking with training actors.3. Foundation for Research and Technology: * FORTH (EL), a scientific institution which was responsible for the quality of the project and acadmic support, in terms of providing professional tools for research, evaluation and reporting. In order to take into account needs and existing conditions of SMEs regarding IGL we designed and carried out a survey in IO1, following a three-phase approach: 1. Research of existing literature related to IGL and the IGLOO projects’ outcomes (our reference project), 2. Quantitative data collection with an Online-Survey, and 3. Qualitative data collection with a semi-structured interview guideline. After conducting the survey, all partners presented their findings in a National outcome report in English which was then summarized by BFI Tirol in a White Paper (Case study in SMEs).This outcome offered recommendations and a summary of best practice and practical opportunities for SMEs. Based on the survey results Mentortec (former INOVAFOR) provided a facilitators profile, containing different requirements of a facilitator for IGL in SMEs; e.g. functional qualification, tasks and responsibilities, qualifications, experiences and competences. The profile provided support to identify suitable members of staff in SMEs to take on the role as IGL facilitator. One of the main findings during the survey was that SMEs are very interested in solving problems for the ageing workforce but do not favour a separate person as IGL facilitator due to lack of capacities and personnel. They rather imagine equipping certain relevant members of staff, such as heads of departments or members of the HR department, with relevant competences to fulfil the role of an IGL facilitator additionally to their usual responsibilities. That is why we had to adapt our training and piloting concept. The idea was to establish the IGL facilitator not as a specific person but as a function of staff in charge for personnel matters. As a result we developed a training curriculum that combined present with distance learning and naturally followed neccessary steps to promote and implement IGL in SMEs: 1. Get an overview of important concepts related to IGL, 2. Check the proper conditions for IGL in your company and 3. Start or improve IGL activities among your colleagues. In order to deliver these topics 3 online learning modules and a toolbox have been created, which allow for different methodological implementation. The curriculum was pre-tested in the partners' organizations, adapted and piloted with groups of SME representatives. The whole testing phase was monitored and evaluated using questionnaires by FORTH. All testing results can be found in the evaluation report as download on our website www.wings4success.eu. During the lifespan of the project all partners raised their profile as competent institutions for Intergenerational Learning at the workplace. They will further adapt the curriculum to national requirements, incorporate it as a regular course offer in their training programme and offer counselling on IGL to companies."

"The DC4Work project focused on the necessary digital skills that a workplace 4.0 needs. A digitally well-set company needs employees who have professional specific digital knowledge and competences. Studies presented those to be the decisive factor for companies' performance and success in the so-called digital age - especially in sectors with high priority on communiation and customer orientation (tourism & commerce). For this purpose the project suggested to appoint a “Digital competence promoter” in companies (SMEs) or organizations in these 2 sectors. His/her job is to guide colleagues on digital competences improvement integrated into their work and raise awareness for digital changes. In order to support SMEs on their way and establish a promoter for digital competences of staff (from apprentices to seniors) the project achieved 3 main results: 1) After having detected a general need for digital upskilling in SMEs prior to the project proposal the consortium carried out an online survey addressed to SMEs in the pre-defined sectors as well as interviews with experts from research, administration and practice. Their aim was to better understand the awareness and concrete practices existent in SMEs in the participating partner countries concerning measurement, promotion and development of employees’ digital competences at their workplace. The output, a White paper on learning in the digital age, summarized key-study results leading to a qualified foundation for the subsequent output and provided business benefits in terms of recommendations for SMEs on how and why to promote digital competences of their employees.2) The second project results were guidelines basically for executives in SMEs and trainers of digital competences. By defining learning outcomes and describing concrete learning activities at the work place, they facilitated the training of DC promoters but also deepened the understanding of what the DC promoter should know, e.g. for self-study approaches. Picking up the topics detected during the consultation of the target groups in the study phase, these guidelines addressed competences and topics most in need but also added an innovative component by complementing concepts such as learning organisations, open badges, collaborative learning which were new to many enterprise staff in the given sectors. This way the guidelines contributed to an increasing level of digital competence in SMEs and deepened trainers’, managers’ and developers’ understanding and knowledge of how to transform SMEs in the digital age by focussing on staff and their digital skills. Although the project placed an emphasis on the tourism and commerce sectors, the guideline could also be re-used to train promoters in companies of other sectors or scope. 3) In order to translate the guidelines into practice and make the DC promoter working effectively an online toolbox 4.0 was created. It explained the role of the DC promoter, provided training material and tools´s for him/her and was completed by a section on the DigitalCompetence Framework 2.1. The toolbox 4.0 combined different ways of facilitating learning, e.g.short texts, prezis, explanation videos, reports, graphs etc. structured in a way from more general knowledge to more specific topics regarding the two sectors in focus. The guidelines and the toolbox 4.0 have been tested with about 70 people during a learning & training activity and with a MOOC to ensure their quality and workability for the target group. The participants feedback confirmed a high potential of transferability of the two training modules No. 3 ""Methods how to improve digital competences in my company"" and No. 6 ""Basics for digital competences development in SMEs (cross sectors)"" to SMEs of other sectors, different types of companies from digital novices to the more advanced and further target groups such as consultants, business trainers or students of other educational sectors. This was because of their transversal approach and relevance also for other contexts."

Based on demographic trends the necessity of 24-hour caregivers, who are not educated nurses, is strongly increasing. With respect to the allowed caring activities performed by the staff, both sides, the staff itself as well as the affected families, have very limited knowledge. Moreover, the 24-hour caring staff is not required to have any specific education. Besides, they usually have insuffiecient knowledge of the cultural background of the person to be cared. The present project pursued to guarantee a coherent set of required qualifications of the home care givers and consequently the proper execution of the assigned tasks in the partner countries. Induced by an increased intercultural sensitivity, the project also targets to strenghten the awareness of the caring staff towards the person in need of care. In order to achieve this goal, the project partners organised information events for the affected family members and elaborated a practical guide/manual for them. The project has also outlined a curriculum exisiting of 4 modules consisting of an intercultural part, an outline of assigned home activities and the assistence in care and empowerment of the person in need of care. To boost interest in this profession a coherent set of required qualification is necessary, at first on a regional and in the longterm on a national and european level. Besides, the collaboration with professional staff should be facilitated. A consistent and approved framework related to educational requirements is at first pursued on a regional level. Later on, a national and even european appraoch is intended. On the one hand, the four project partners, as education providers (TTG, Eurocultura and BFI Tirol), have the opportunity to implement the developed curriculum and learning materials in their region and, on the other hand, they have the political power (AK Tirol) to support the results of the project and the requirements of a uniform qualification in the public, and the structure to make the guide/manual accessible to a broader population.