<< Background >>During 2020, there was a need of change in the way of conducting formal and non-formal education, ie instead of the traditional way of learning that took place in classrooms, there was a need to implement online education. Although online education was known even before the COVID 19 pandemic, the pandemic had a significant impact on the implementation of regular classes as well as the way adults participate in educational processes. This situation required the development of new and innovative solutions in the implementation of education. On the other hand, new approaches in education could potentially have the effect of increasing differences in access to education (related to technical prerequisites and IT skills). While younger people adapted very quickly to the “new normal” and in the field of education, older people and people with a lower level of education found it more difficult to adapt to new learning trends. There are several reasons for this. Most of these people have very little knowledge of informatics, which means that they are not able to use all the advantages of online education. Many of them do not even have adequate equipment, and in rural areas there is a limited internet infrastructure. Existing online platforms have shortcomings related to the conceptualized approach and management of the platform for people who are not sufficiently computer literate as well as shortcomings related to documenting the attendance of participants, collecting data on participants and evaluating their active involvement in the lecture. This project will include the long-term unemployed, of whom min. 60% be women. Preference will be given to people from rural areas, older and less educated people. These people mostly feel resistance to online education and prefer to participate in traditional forms of education. The reason for this is that the portals are mostly made for people who are computer literate and who do not take into account the specifics of certain groups (eg the elderly, people with intellectual disabilities, visually impaired people, people with poor literacy, people who have learning difficulties such as. dyslexia, etc.). Therefore, a large number of these persons did not participate in educational activities during the last year or their participation was kept to a minimum.<< Objectives >>Five partner organizations, from four EU countries, with experience in formal and non-formal adult education and belonging to different sectors (university, open university, NGO, company and institution providing services to the unemployed) have decided to combine their knowledge and experience from their work so far and develop an innovative tool that will have a wide application, and which will be adapted for use by people with basic IT knowledge. The aim of our project is to include the long-term unemployed (with an emphasis on women) in the processes of online education and / or hybrid teaching through the development of an innovative digital tool that will enable them to acquire the competencies needed in the labor market. To achieve this goal, we will develop a web application that will be accessible to people with minimal IT literacy, access will be provided via mobile phones and , in addition to main goal, the apllication will support the process of assessing candidates, help the participants to take place in selected courses and enable the implementation of virtual practice and evaluation of results.<< Implementation >>Planned activites:1. Development of online courses for the education of the unemployed RAD (Rapid - application development) methodology will be used to develop this APP. It consists of 4 phases: 1.1. Requirements planning phase – combines elements of the system planning and systems analysis phases of the Systems Development Life Cycle (SDLC). Users, managers, and IT staff members discuss and agree on business needs, project scope, constraints, and system requirements. It ends when the team agrees on the key issues and obtains management authorization to continue. 1.2. User design phase – during this phase, users interact with systems analysts and develop models and prototypes that represent all system processes, inputs, and outputs. The RAD groups or subgroups typically use a combination of Joint Application Development (JAD) techniques and CASE tools to translate user needs into working models. User Design is a continuous interactive process that allows users to understand, modify, and eventually approve a working model of the system that meets their needs. 1.3. Construction phase – focuses on program and application development task similar to the SDLC. In RAD, however, users continue to participate and can still suggest changes or improvements as actual screens or reports are developed. Its tasks are programming and application development, coding, unitintegration and system testing. 1.4. Cutover phase – resembles the final tasks in the SDLC implementation phase, including data conversion, testing, changeover to the new system, and user training. Compared with traditional methods, the entire process is compressed. As a result, the new system is built, delivered, and placed in operation much sooner.2. Development of a digital manual for the the web application use. 3. Development of online courses for the education of the unemployed. 4. Organizing a three-day LTT activity (blended mobility) to test the web application. 5. Organizing 4 multiplier events (4 hybrid conferences,one in each participating country). 6. Organizing 4 transnational meetings. 7. Management and administration activities and project promotion.<< Results >>1. Developed web app that will embody the next workflow: - The user takes an initial skills evaluation test which will help tutoring institutions to have a better insight and identify areas for improvement easier. - Users are provided with professional career development advice and are free to choose career education/training that is built with emphasis on modern digital collaboration tools and fully conducted online through web app.- After successful completion of the education/training, the user takes a remote internship position in partner stakeholder company or institution. - At the very end of the process an institution will issue a certificate for acquired skills (formal or informal) to a user who completed with success. 2. Developed manual that will contain instructions on how to use the application, but will also inform the target group about the benefits of online education (digital manual). 3. Designed and developed 10 online courses that will be constructed for the long-term unemployed and will be able to adapt to specific groups (e.g. a video for the elderly, augmented reality for the younger). Each organization will create two programs that will be placed in the web application. The courses will contain a theoretical part (AR form, presentation form and video), exercise materials and tests. 4.) Testing of the application (LTT activities - blended mobility) with the participation of 25 participants (long-term unemployed people who will present different groups, including at least 60% women and professionals working with the unemployed). 5.) Minimum 10 legal entities involved in the implementation of the virtual practice. 6.) Four two-day hybrid conferences were held in order to present the results of the project in which min. 295 people participated. 7.) Min. 200 long-term unemployed persons used the web application (50 from each country) by the end of the project.8.) 4 transnational meetings were held with the participation of min. 10 people at each meeting. 9.) 18 online meetings of the Project Board were held. 10.) Project package for successful project implementation was developed. 12.) 200 posters and 5 roll up banners were printed and distributed, FB page of the project was created, min. 15 posts were published on FB pages of partner organizations and min. 10 articles in local media. A film was made about the results of the project.