"<< Background >>The project is carried by partners experienced in European projects and very close to the companies. It is also fully anchored in the regional innovation strategy with a view to specialization smart technology in the AURA region, including the areas of activity: intelligent and efficient systems,digital and benevolent systems, to which mechatronics belongs.We have developed a great interest with our previous European projects (Woodigital, EQ-wood and Cookleeco) and the agility provided by digital modular training. This dual learning system is a source of innovation, and facilitates the skills development of trainers to help them catch the opportunities offered to mechatronics with Industry 4.0 (big data and IoT, new and advanced materials, circular economy, between other).Our project also creates a virtuous circle with a project led by our Italian partner Confindustria concerning the up-skilling of technicians in mechatronics.Known as an actor of change, the IPRA / MEDEF AURA is very attentive to strategic sectors and we are doing our best as a professional organization to offer new approaches and experimentation in order to facilitate the activities of companies in the Auvergne Rhône region. -Alps. By offering businesses and vocational training organizations in the Auvergne Rhône-Alpes region, the opportunity to participate in European projects is to enable them to- Gain height by devoting time to a collective project- Open up to new partners- Benefit from an enriching professional and personal experience.Cooperation projects, which affect a more limited number of companies, are most often attractive to structures particularly oriented towards innovation and experimentation, which wish to feed their reflection on their own practices, in particular on HR topics. (recruitment, training…). These are generally companies which are already particularly invested in the field of education, training or research, and for which cooperation projects constitute an opportunity to ""widen their center of interest"".Industry, which has become 4.0, accompanied by strong expectations in terms of digital and green transformations, requires a constant review of teaching methods, such as training techniques in mechatronics. This context disrupts the expectations in terms of skills expected of professional trainers. We have chosen to work in the application context of mechatronics, because it represents an essential discipline of modern industry. It shakes up professional training and leaves companies with no solution to their recruitment problems.However, the shift to online learning in the local or distance STEM environment is forcing teachers to adapt their practices and get creative to keep students engaged, as home and its many distractions have become. a classroom - most often - without an environment conducive to learning (silence, collective work ...). - the pandemic has recalibrated the way teachers divide their time between teaching, engaging with students and administrative tasks.The training modules, accompanied by our guide to good practice, will aim to progressively capitalize on skills:- allow individual, social and salary recognition, with the short-term acquisition of skills that strengthen employability;- combine both professional experience anticipation and reactivity- Offer new training opportunities for VET institutions.<< Objectives >>In order to achieve our ambitious objectives in the complex and rapidly growing environment of mechatronics, we will create 2 tools to support trainers in following the needs of companies in terms of innovation in this rapidly advancing technical field. After having collectively developed the professional skills profile of trainers in mechatronics, we are going to develop a guide of good practices to help them to develop agile and innovative training courses close to the company's expectations. Finally, we will develop training modules to support the development of the skills of trainers.For all stakeholders in the mechatronics environment, our project will open up new opportunities to “get out of everyday life” and provide interesting perspectives, from both a professional point of view (work on themes relating to their activity, business development) and personal (meeting with European partners from a different culture, trips abroad, etc.).<< Implementation >>The stakeholders in our project have very varied profiles and functions, and companies are able to provide added value such as:• Operational knowledge of their sector of activity enabling them to take a look at the relevance of the content and methods of the projects;• A direct link with certain target audiences of the projects (employees in their sector of activity), which can, in particular, allow them to test the tools developed;• The ability to develop technical solutions (eg: development of an online platform, mobile application, a virtual reality module, a website, etc.).• The development of knowledge, skills, and tools that impact business practices over the long term.For trainers and member of our consortium, participation in the development of content brings different types of benefits, such as:• Acquisition of practical skills: Creative work is an opportunity to develop practices, and to use techniques and approaches that would not necessarily have been used otherwise (videos, interactive platforms, educational approach via storytelling, etc.);• Knowledge acquisition: the research and discussions between partners that are carried out in the context of content development are enriching for stakeholders, and allow them to gather knowledge on a variety of topics related to their sector;• New internal tools: development of training tools and materials intended to be concretely integrated into the practices of trainers and companies. Their participation is therefore a source of development in terms of representations, practices, skills, and knowledge.In the end, the impacts of these projects are generally perceived over the long term.<< Results >>At the heart of the project is strategic knowledge management by:- by organizing a feedback loop, the consortium is committed to maintaining strategic links to further strengthen synergies between the scientific universes of mechatronics;- being involved in a lasting cooperation, the partners have produced new knowledge that needs to be studied thanks to additional resources, facilitating a process of knowledge transfer between education and companies for mutual improvements.- the agility of the development of learning modules by trainers, Digitronics strives to indirectly strengthen the employability and key skills of young people. In addition, our modules are intended to be digital in order to be available to SMEs and to strengthen the effectiveness of training systems that are more useful for the market;"

<< Objectives >>WOODCircle aims to foster the green and circular skills of young European students and workers, between the age of 18 and 34, working in or interested in the wood and furniture sector, by providing a comprehensive dual teaching and training programme in an international environment. The priorities are sustainability and circularity, delivered through digital tools and blended and physical mobilities to help the Twin transition (Green and Digital) happening in the sector.<< Implementation >>WOODCircle aims to foster the green and circular knowledge and skills of young European students and workers, between the age of 18 and 34, working in or interested in the wood and furniture sector, by providing a comprehensive dual teaching and training programme in an international environment. The priorities are sustainability and circularity, delivered through digital learning tools and blended and physical mobilities to help the Twin transition (Green and Digital) happening in the sector.<< Results >>During the project, multiple reports will be developed, based on the needs analysis and surveys carried out in all participating countries during the project. A new professional profile will be created for the Circular and Sustainable Woodworker, along with a complete training package, that includes the curriculum, methodology, online training materials and an international physical mobility. The results will be disseminated through a new website, e-newsletters and social media platforms.

WOODigital aims at developing a dual learning system to enhance digital skills of young Europeans interested in entrepreneurial ad employment opportunities in the woodworking and furniture sector. The model proposed is thought to be strongly work-based and provided with a component of international mobility, so as to provide young learners with the opportunity to apply knowledge in real work-life situations. The action is targeted to help the EU youth becoming a key driver for challenging the emergence of Industry 4.0 and IoT, which have been soundly reshaping the woodworking and furniture industry in recent times. As well, it contributes to feed with young skilled workers a sector made up almost completely of SMEs and aged workforce, thus avoiding the loss of European manufacturing and craftsmanship history.The project thrives within both cooperation and knowledge frameworks of other EU projects (WOODUAL, FUNES, IM-FUTURE, DIGIT-FUR, and others), which have been claiming the use of dual learning system in wood and furniture sector to improve digital skills and employability of young people and cooperation between business and VET providers across Europe. At the core of the project there is a strategic management of knowledge by:- fostering teaching and learning of digital skills, WOODigtial strives to strengthen employability and key competences of young people, making woodworking a knowledge-based industry. The more woodworking processes and products are digital and digitalized, the more data and information are available to SMEs and other relevant players to make their offer more effective and valuable to the market, enhancing the decision-making process;- running a feedback loop, the partnership is committed to nurture strategic links to further enhance synergies among woodworking-based projects at EU level;- being involved in long-lasting cooperation and business relationships, partners have been producing new knowledge that is worth to be investigated through additional resources, facilitating a knowledge-transfer process between education and business for mutual improvements.

<< Background >>COVID-19 has reshaped workplaces and the way we work. About 40% of those who were employed before the pandemic are now working remotely (EUROFOND, 2020), and flexible working has proven to fit in with emerging trends and patterns in demands for skills and jobs that enable people to improve their professional life chances and career opportunities (New Skills Agenda for Europe, 2020). The EC Work–Life Balance Directive (2019) sees flexible working arrangements as one of the key tools to reconcile work and life for parents and carers and to contribute to the achievement of equality between women and men in the labour market (Gender Equality Index 2019). The use of mobile devices, digitalisation of working processes and online communication allow more flexibility in where and when people work. But remote working asks for new skills to be managed in order to make it successful for all. It requires high levels of time management and self-discipline as is not always experienced as a lifestyle of autonomy and freedom, striking down the work-life balance and the right to be disconnected. Adopting flexible working can be a challenging task and companies struggle to get the best out of their investment in its application, primarily because of the lack of expertise in delivering this new form of work organization and a lack of follow up and guidance with the team that is new to this change in the working environment practice.<< Objectives >>WorkingSmart builds on a strategic partnership between business and education to broaden the skill set of HR managers in public and private organizations, including owners and managers in micro and small companies. The innovative training proposed will empower them to be capable of creating environments conducive to smart working by enhancing management of diversity within and amongst organizations across Europe, promoting the values and removing the risks associated with remote working. The action is aimed to give people opportunities to learn at any stage in life, and targets both skilled professionals as well as less-experienced workers, including those looking for a professional change and novel job opportunities that are willing to make a career in the HR fields (Bruges Communiqué, 2010). WorkingSmart is aimed to enhance:- digital skills necessary to improve professional performance as dealt with by the EU DigComp Framework, such as communication and collaboration, safety and problem-solving skills;- entrepreneurial skills, including creativity, critical thinking and problem solving, by taking advantage of the EU EntreComp Framework and stimulating participants to work in concert and collaboration with others by combining their ideas and efforts and by applying a variety of knowledge, perspectives and experiences;- skills and competences needed to promote sustainable development and sustainable, inclusive and equal working approaches, so as to meet UN SDGS 4, 5 and 8 (Agenda 2030, 2015), and personal, social and learning to learn competence (EU Council, 2018). Beneficiaries of their advice will be: a) Entrepreneurs, managers and supervisors expected to be capable of planning smart working in a way that is flexible and fit for purpose, dealing with organizational and labour issues, including compliance to the GDPR and performance measurement and management. They will be challenged to cope with cultural aspects and biases today surrounding this organizational practice, and to promote training to enhance understanding and acceptance of smart working;b) Workers directly involved in smart working processes, with learning focusing on digital skills and soft skills, including knowledge management and networking, self-empowerment and creativity.<< Implementation >>The project is divided into 5 work packages, including the ones related to Project Management and Quality Assurance and Evaluation (WP1), and Sharing and Promotion (WP5). Other WPs are:WP2: Professional ProfileObjective: Supporting EU SMEs with their digital transition and building resilience through novel professionals of people, diversity and change management.Activity: Partners will define the skills and competencies needed by Smart Working Managers and Advisors capable of creating environments conducive to and suitable for implementing effective and successful smart working processes and plans. Result: Developed a professional profile delivered as an open resource that has effectively framed gaps and needs of HR and people managers dealing with emerging organizational and cultural challenges brought about by smart working.WP3: Virtual PlatformObjective: Bringing together cohorts of HR professionals and PES staff in direct collaboration with entrepreneurs by creating a community of practice and a supportive digitally-mediated environment where that allows them to take advantage of formal and informal learning, and peer-mentoring.Action: Partners will develop a virtual platform that will support the HR community allowing them to access educational resources, networking opportunities and shared knowledge and experiences. It will act as a point of reference for professionals and employers seeking to use innovative approaches to their business and organizational processes, working patterns, incentive mechanisms, including VET learners and trainers willing to know more, acquire relevant skills and specialize in this methodology. Result: Arranged a user-friendly and high-quality digital platform that has become a meeting point for a large community of HR professionals and PES staff interested in learning and sharing new practices, and acting as changemakers.WP4: Training PackageHarnessing the full potential of digital technologies for teaching and learning, and developing new skills for empowerment and employability of HR managers and PES staff. Action: Partners will develop a learning model including the Methodology, outcomes and tools of the proposed model, the Facilitator’s Handbook used from partners/stakeholders throughout the training and piloting action, and the Training Kit supporting the learning process, It will also include an assessment tool, helping further monitor how professional become more competent and confident, including results and impacts of the proposed approach on indirect target groups (employers, managers, diverse workers and staff), as well as teachers and trainers, with recorded encouraging effects on their inclusion and participation in civic and economic EU societies.The training offer will allows to achieve a two-fold qualification:A) Foundation (fully ICT-based training course), confirming that the learner knows and understands the proposed method well enough to be able to work effectively with it;B) Practitioner (game-based learning within digitized working life scenarios), proving whether the learner has sufficient understanding of how to apply and tailor the method in a complex working environment.Result: Developed, tested and validated a model of learning and training that has effectively trained professionals to be capable of supporting SMEs dealing with smart working and diversity management.<< Results >>WorkingSmart strives to challenge EU MSMEs to take into account the empowerment culture brought about by new technologies and smart working with different working approaches and lifestyles, among women and men.The action aims to train and empower a novel Smart Working Manager/Advisor capable of dealing with resistance to change inside and outside EU organizations, primarily embedded into the resistance not (only) to technical change but social and cultural change (personal relationships) that will accompany the digital change. The project seeks for participation of indirect beneficiaries (entrepreneurs, managers and executives, workers and independent professionals) at different stages of the project (focus groups, piloting, multiplier events), so as to better manage their specific concerns and make learners more skillful. The action will give back a number of ICT-based training tools and resources supporting the acquisition of digital and entrepreneurial competences compliant with the EU DigComp and EntreComp frameworks, with a focus on problem solving. This approach is even thought to support novel professionals to help organizations and their managers be capable of planning smart working in a way that is flexible and fit for purpose, dealing with organizational and labour issues, including compliance to the GDPR and performance measurement and management, in terms of both measurable and acceptable modifications in the physical and daily routines of the job, as well as the way flexible working will alter the established hierarchical and control relationships. That is spreading the learning and teaching of global competence to better prepare the EU workforce, including young professionals, to be engaged as collaborative problem solvers, regardless of the specific job levels.

<< Background >>It was on Sep 13th of 2016 when the EU Parliament voted in Strasbourg the Resolution 2016/2017 on creating labour market conditions favourable for work-life balance, fostering quality employment and supporting smart working as an approach to organizing work. Since then, the incidence of flexible workers, ‘teleworking tsunami’ has been growing, varying substantially in the EU28 (June 2020): Belgium (66%), Slovenia (33%), France (55%), Poland (38%) and Sweden (46%) [Eurofound ILO]. A number of laws have been issued on national levels, but there is no doubt that digital distance working has never been such a hot topic worldwide as nowadays, since the pandemic of coronavirus has led to its largest mass exercise, with significant impacts on the employability and work-life-stress balance agenda. The group of workers particularly touched by this unexpected change are senior adults (aged 50+), a treasured source of talent for organizations and companies across the globe. During decades of their professional occupation, they groomed important professional experience, skills, and values (loyalty, reliability, commitment, high standards of relations and a strong work ethic) contributing to the success and development of their companies. Since COVID-19 has accelerated the digital shift, some aged workers with not sufficient digital skills experience longer working hours and negative effects on their health and well-being. Some of them not having access before to appropriate training opportunities to improve their digital capacity and understanding were left behind on the wrong side of the digital divide. Therefore, the pandemic-related and simultaneously ongoing global digital transition is for them a stressful change perceived often as a risk to their professional development and employability.Afraid of losing their jobs 10-15 years before retirement, they are afraid to request necessary training from employers what makes them vulnerable as they are not only falling out of touch with a new professional world but also put their professional future and employability at risk. Even though it is more economical and effectual to train current 50+ employees for the new skills prerequisite for digital transformation and distance working than obtaining new employees necessitating more resource and money to train and acquire other skills conditioning their future professional performance, numerous companies prefer to hire young employees, fully equipped in digital competences.<< Objectives >>The project is aimed to give people opportunities to learn at any stage in life and targets both skilled professionals as well as less-experienced workers, including those looking for a professional change and novel job opportunities.Furthermore, the project is aimed to enhance:- digital skills by developing a flexible ICT-based learning environment and by providing specific training on digital skills necessary to improve professional performance as dealt with by the EU DigComp Framework, such as communication and collaboration, safety and problem-solving skills;- entrepreneurial skills, including creativity, critical thinking and problem solving, by taking advantage of the EU EntreComp Framework and providing specific training contents and resources;- skills and competences needed to promote sustainable development and sustainable, inclusive and equal working approaches, so as to meet UN SDGS 4, 5 and 8 (Agenda 2030, 2015), and personal, social and learning to learn competence (EU Council, 2018).<< Implementation >>RAISING AWARNEES OF COMPANIES – Making companies aware of the challenge faced by their aged workforce and encourage them to define potential employees that may be in this situation (using analytics to detect employees’ discrepancies and define or categorize specific digital skills gap). Preparing companies to accompany senior employees to upskilling their digital competencies. MINDSET CHANGE – Encouraging an open attitude of senior employees and their employers who will both benefit from the digital training. MAINTAING THE SENIOR FRIENDLY WORKING ENVIRONMENT - Assuring a friendly environment allowing senior employees to fell comfortably and avoid unnecessary stress related to the need of upskilling. DEVELOPMENT OF THE DIGITAL TRAINING AND ITS PROMOTION - Including consultations with business sectors and intergenerational exchanges. -To address the digital training needs of senior employees including a disadvantaged group of senior employees -To foster seniors’ professional development and inclusion securing their employability-To boost independent distance working and to maintain the physical and mental health of senior employees-To raise the effectiveness of senior employees, companies’ performance and therefore to positively impact the local, national, and European economies-To promote innovation as an indispensable part of the professional development of the senior workforce-To raise awareness of the professional integration and development of the ageing workforce in the post-pandemic labor market and in the society itself, as acquiring new skills reduces the risk of professional exclusion and promotes intergenerational communication (bridging the digital gap between generations)<< Results >>A virtual platform as a comprehensive model dedicated to both the ageing workforce and their employers. It will come out with an assessment tool useful for monitoring results and impacts of the proposed training on both direct target groups and indirect target groups (employers, managers, other workers and staff members), including impacts produced on MSMEs, with recorded encouraging effects on their digital transition.