L’alta formazione di IDP: il MasterClass in Europrogettazione in collaborazione con OICE, a Roma dal 25 al 27 Maggio

IDP torna in aula con l’alta formazione in materia di finanziamenti europei e programmi a gestione centralizzata. Dal 25 al 27 Maggio, presso la sede dell’OICE e in collaborazione con OICE-Academy, si terrà il MasterClass in Finanziamenti Europei & Europrogettazione.

L’OICE è l’associazione di categoria, aderente a Confindustria, che rappresenta le organizzazioni italiane di ingegneria, architettura e consulenza tecnico-economica

Il MasterClass è rivolto a professionisti che hanno già conoscenza dei programmi pubblici di finanziamento e desiderano acquisire competenze pratiche su come sviluppare proposte vincenti nell’ambito dei programmi europei a gestione centralizzata, quali Horizon Europe.

Il MasterClass è aperto al pubblico, con una quota di partecipazione preferenziale per gli Associati OICE, e il massimo di 16 partecipanti.  La frequenza del MasterClass conferisce 20 crediti formativi per gli ingegneri.

Il programma e il formulario di iscrizione sono disponibili sul sito dell’OICE

https://www.oice.it/750024/master-class-oice-academy-sui-programmi-europei-25-27-maggio-2022-aperte-iscrizioni

La segreteria didattica di IDP bruxelles@idpeuropa.com e la segreteria organizzativa dell’OICE sono disponibili per ogni chiarimento internazionale@oice.it Tel : 06.80687248

Assessing and evaluating the COVID impact on micro and SMEs and findings from the ESMERALD Project

Results and findings from the ESMERALD Project

The COVID-19 pandemic announced by the World Health Organization (WHO) has completely changed the modern world in every area of ​​life. The SME sector is undoubtedly an important part of the EU economy, as this sector still constitutes the overwhelming majority of enterprises in the EU single market. In such a context, Europe after the COVID-19 pandemic will be characterized by uncertainty and volatility, and support from SMEs that are ready to meet the challenges and remain competitive is needed.

SMEs will need innovative and appropriate training that takes account of renewed risks and enables them to face new challenges and reap the benefits of new opportunities. SMEs will need new skills, competences and operational tools to better function (or simply operate) in the new business environment during and after the COVID-19 pandemic.


Throughout 2022, the ESMERALD project partners carried out a detailed and very comprehensive report which highlighted:

• social, psychological, political, institutional and economic factors are important for resilience and maintaining the competitiveness of SMEs in the COVID-19 pandemic.
• remote work, public aid and flexible work arrangements were particularly important in the event of the COVID-19 epidemic;
• The development of new technologies in SMEs is a necessity

Based on these findings, the most important training areas for the existence and functioning of SMEs on pandemic-changed market are:

  1. Maintaing the new online clientele and accomodating the needs of digital and non-digital generations.
  2. Increasing the level of customer service. Focusing on listening to customers. Ways of building strong relationships with clients and meeting their various needs.
  3. Implementing the omnichannel model and increasing convenience. 
  4. Increasing the level of security of online transactions.

For more information, please consult the mapping section of the official Open Educational Resource Platform of the project.
Users can access the platform and navigate project’s content completely for free. Soon, partners will upload the training content and educational material (i.e. COVID micro and SMEs response toolkit) developed on the premises of aforementioned findings.
Partners identified the preliminary structure of the toolkit properly fine-tuned to accommodate the results of mapping and common needs-assessment/skills-gap.

For further information on ESMERALD and other IDP initiatives:

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IMPARARE A MANGIARE MEGLIO CON IL CIBO TRADIZIONALE

Il progetto europeo FairFood lancia i suoi corsi di formazione in 5 lingue

FairFood for a Smart Life è un progetto europeo Erasmus+ guidato dall’Università di Malaga che mira a promuovere un’alimentazione sana basata sulla cucina tradizionale e sui prodotti locali e stagionali. Il progetto è cofinanziato dalla Commissione Europea per promuovere l’educazione alimentare ispirata al modo in cui i nostri antenati mangiavano, in modo semplice e basandosi sui prodotti disponibili nella loro terra. L’obiettivo è quello di contribuire a migliorare la salute dei cittadini preservando la cucina europea patrimonio culturale, e anche fermando il cambiamento climatico. FairFood cerca di fornire ai suoi utenti, principalmente giovani che stanno definendo le proprie abitudini alimentari, strumenti che li aiutino ad avvicinarsi a un modo di mangiare più semplice, più sano, naturale e sostenibile.

Il consorzio che sviluppa questo progetto è formato da sei partner provenienti da alcuni dei paesi più rappresentativi della Dieta Mediterranea (Spagna, Italia, Portogallo e Belgio). È composto da università, esperti agroalimentari, consulenti ed educatori, ed è coordinato dall’Università di Malaga, per mano della professoressa di Business of Organization, Ana María Castillo-Clavero.

Tra i risultati del progetto spiccano i dieci corsi di formazione per una sana alimentazione, suddivisi in due livelli (base e avanzato); questi corsi trattano temi quali il valore del cibo tradizionale come patrimonio culturale, la dieta mediterranea, l’olio d’oliva, il cibo come fonte di salute o le implicazioni ambientali e sociali della produzione e gestione degli alimenti. I corsi descrivono anche prodotti tipici e salutari e le tecniche tradizionali per la loro conservazione e preparazione che chiunque può applicare nella vita quotidiana. I corsi comprendono un modulo di ricette tipiche delle regioni e dei territori europei, adattate a ciascun paese, rendendone così fattibile l’applicazione. Il corso è formato da 50 schede formative basate sulla metodologia del micro-allenamento, che ne rendono l’utilizzo semplice, facile e confortevole.

I corsi, disponibili in cinque lingue (spagnolo, inglese, italiano, francese e portoghese) sono offerti secondo lo standard OER (Open Educational Resources) sulla piattaforma del progetto www.fairfoodproject.eu in modo completamente gratuito e senza richiedere la registrazione o l’identificazione dell’utente. Alla sua preparazione hanno partecipato esperti di nutrizione, gastronomia, ambiente, economia e cultura, impegnati a preservare e tramandare i cibi della tradizione.

In questa attività, IDP è stato responsabile della produzione del modulo 5 dedicato alle ricette tradizionali e ha garantito un diretto coinvolgimento di influencer, blogger e riveste culinarie all’interno delle schede formative così da garantire la massima promozione e sostenibilità dei risultati del progetto Fairfood. Next step: testare sul target group il corso prodotto dal consorzio e validare le schede formative!

Per maggiori informazioni: projects@idpeuropa.com

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With the support of the Erasmus+ programme of the European Union. This document and its contents reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

DIVERSITY

Including Migrants through Organisational Development and Programme Planning in Adult Education

Policy Recommendations & Action Plan

The purpose of the DIVERSITY project is to provide a mentalityshift from focusing on migrants as distinct target groups and preparing them for integration into the society around them, towards including migrants into the providers’ regular programs as an equal target group to actively and directly foster diversity and inclusion in adult education and society. In many cases, adult education for migrants is subdivided into adult education for refugees and adult education for other migrants.

Thus, migrants are considered as a special target group of adult education, with specifically tailored solutions. While this approach may be appropriate when responding to and managing needs resulting from the contingency of sudden migrant inflow, it leaves migrants outside the mainstream adult education provision.

Throughout data collection/mapping, curriculum development, testing and feedback, we have gained important insights not only into the specific needs and necessities of providers in the context of opening their organisations to migration diversity but also into the necessary support on the policy levels as well as the barriers policy decisions may create and uphold. Incorporating migrants into the wider planning strategies of adult education results in a call upon policymakers of the economic sphere to align their regional strategies with changes in the makeup of the workforce.

Below, we propose a summary of the fields of interest tackled by both policy recommendations and action plan, reader can consult the full document in multilanguage version at: https://www.aewb-nds.de/themen/eu-programme/diversity/

Policy Recommendations
Fostering Diversity & InclusionInclusion at programme levelInclusion at organisational levelInclusion at learning environment level
FundingSwitching from the cost to investment perceptionProvision of additional financial incentivesPublicly funded and centralised training Funding migrant entrepreneurship
National AgendaDiversity quotaCelebrating inclusionSkills and competences
Train-the-trainersProfessionalization and upskilling opportunities Providing an opportunity for migrants to share their experience
Inclusion of migrantsMigrants as a specific learning groupAccess to informationMulti-stakeholder approach
Action Plan
Get to know your students: ensuring that cultural awareness starts with the teacher understating of each individual student  
Maintaining vibrant communication: teachers are encouraged to engage on 1-on-1 communication that is tailored to each students’ best approach  
Acknowledgement and respect: celebrating diversity, and when relevant, supporting students in the valorisation of their own cultural background and nuances with their peers  
Practicing cultural diversity: embracing everyone’s cultural beliefs and language concerns – including learning styles – so as to better design lessons plan and upskilling pathways  
Incorporate diversity in the lesson plan: fostering a planning approach to diversity – by foreseeing for instance the contribution of foreign speakers to which students can relate to  
Give students freedom and flexibility: testing and consolidation new experimental peer-learning dynamics, so as to encourage learners to in training more sophisticated transversal skills (i.e., public speaking, team working, problem solving)

The PHAST-ETN project has 1 ESR/PhD research positions open, regarding a 3-year (36 months) contract period, during which it is intended that a PhD project is started, provided positive evaluation:

ESR #8: Micro-optical imaging system for multimodal non-linear endospectroscopy

– Host Institution: Grintech GmbH, Germany.

– Supervisors: Dr. Bernhard Messerschmidt (Grintech GmbH), Prof. Juergen Popp (Institute of Photonic Technologies – IPHT).

GRINTECH OFFERS a position of Early Stage Reseracher in the field of Optical Spectroscopy / Imaging / Microscopy with the research topic

“Micro-optical imaging system for multimodal non-linear endospectroscopy” in the context of Multimodal nonlinear imaging for clinical diagnosis in combination with laser ablation for selective tissue removal

The GRINTECH GmbH a micro-optics company in Jena was established as a spin-off from the Fraunhofer Institute IOF in the year 2000 and employs currently 37 researchers, engineers and technicians. GRINTECH develops and produces micro-optical systems, in many cases using gradient-index microlenses with plane optical surfaces. Due to this, different plane optical components as GRIN lenses, fibers, prisms and beam splitters can be combined to very compact micro-optic imaging systems. Preferred applications are in the field of endomicroscopic imaging applications, in conventional miniaturized endoscopy as well as in displacement sensors in the field of optical metrology.

TO APPLY FOR THIS POSITION PLEASE GO TO: www.phast-eu.unipr.it

Beginning of the INTRAVET project

In the context of the coronavirus pandemic, the activity of the VET sector was severely disrupted, even worse than other education sectors (e.g. general education), and the needs in terms of upgrading digital competences of all stakeholders were more obvious than ever.  

According to the ‘Survey on how VET stakeholders are facing the COVID-19 emergency’ carried out in 36 countries by the European Commission (May 2020), ‘a majority of respondents call for support to develop simulation environments/virtual reality for VET specific learning content to train the specific practical sectoral skills’ and ‘there are few cases of online vocational specific material.’ Although OERs on VET topics do exist, they are not all the time adapted to the specific needs of each learner.

INTRAVET aims to support teachers of technical disciplines to develop and adapt their training materials, focusing on their digital competencies, which are still not adequate.

INTRAVET develops innovative training content support VET providers build their capacity to respond to digitalization related challenges, by developing their competences related to strategic digital development.

INTRAVET is tailored to the specific needs of selected target groups:

  1. , who need to improve their competences in strategic development and ability to support staff and learners
  2. VET teachers/trainers/instructors, who need to improve their ability to deliver high quality classes in online format
  3. , which need to improve their capacity to offer better trainings and minimize the negative impact of the restrictions

The Project has 2 main project results:

  1. VET Digital Readiness Toolkit
  2. Digital Competence Training for VET Teachers & Trainers

Project Partners:

The INTRAVET Project has started on the 1st of January 2022 and its end is on 31st December 2023.

Contact:

Follow all activities and news of the INTRAVET project on the webpage: http://intravet.eu/

This project is funded by the Erasmus+ Programme of the European Union. The European Commission support for preparing and publishing this press release does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The Kick-off meeting of the WIDE Project

On February 17th 2022, IDP/IHF joined the online Kick-Off Meeting of the WIDE project – Women Integration through Digital Entrepreneurship – co-funded by the Erasmus Plus Programme of the European Commission, which brings together 6 partners from 6 countries (Italy, Spain, Belgium, The Republic of North Macedonia, Romania and Serbia). The KOM, was held in online mode due to COVID-19 restrictions.

During the kick-off meeting the partners defined technical and operational aspects of the Project Results and related activities. The goal of the meeting was also to define the project and financial management aspects as well as aspects pertaining to Internal Quality, Monitoring & Evaluation and Risk Management.

WIDE project will produce several intangible results such as:

·  Women empowerment through digital skills

·  Entrepreneurial aptitude in women in order to boost their participation in social and economic life and activities

·  Women awareness and knowledge of business intermediation through new digital skills

·  Enhancement of capacity and competitiveness of the participating organisations

For more information about the WIDE project:

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WOMEN GET READY: IDP joined the online Kick-Off Meeting of a new Erasmus+ project

On February 9th  2022, IDP joined the online Kick-Off Meeting of WOMEN GET READY, a Project co-funded by the Erasmus+ Programme of the European Commission, which brings together 8 Partners from 8 different countries (BE, PT, IT, IR, CY, GR, PL, ES).

WOMEN GET READY aims at leveraging women’s digital readiness and participation in the digital economy, taking advantage of the ongoing digital transformation. The project is designed to empower women with tailored digital resources to increase their job opportunities and gain self-confidence through digital technologies.

During the meeting, the consortium discussed about the overall project implementation schedule, defining timelines and respective duties. At first, partners will develop a competences dictionary on digital readiness and two Massive Open Online Courses (MOOCs) enabling self-passed learning. Potential users will be also provided with an assessment tool and 8 female personas avatars for interactive exercises. Partners will upload all the project results on a digital hub enabling every woman access to an innovative and inclusive upskilling pathway.

In the project, IDP brings its consolidated experience and expertise as a private provider of VET and adult education services. IDP will contribute to the technical and operational activities of WGR also by leading the dissemination and sustainability activities of the project.

For further information on WGR:

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Beginning of JUST project

Secondo il rapporto della Commissione UE sullo “Stato della cooperazione università-imprese nell’UE” del 2018, la limitata (o mancata) collaborazione tra il mondo universitario e quello imprenditoriale riduce drasticamente:

  • La rilevanza dei programmi di studio per il mercato del lavoro
  • L’ occupabilità dei laureati
  • La capacità delle università di produrre ricerche d’impatto.

Se la mancanza di risorse è spesso indicata come una barriera alla cooperazione, gli accademici indicano come inibitori la burocrazia e la mancanza di tempo, mentre le imprese identificano come ostacoli le differenze culturali, i diversi stili di gestione e le motivazioni divergenti.

In tale contesto, il progetto JUST (Joint University/SME Training) svilupperà strumenti innovativi per favorire una collaborazione sostenibile e fruttuosa tra università e PMI per:

  1. sviluppare e fornire programmi di studio rilevanti per il mercato del lavoro
  2. definire accordi comuni per l’apprendimento basato sul lavoro
  3. aumentare la collaborazione nell’orientamento professionale e nel collocamento

L’obiettivo principale del progetto JUST è quello di sviluppare strumenti innovativi per favorire una collaborazione sostenibile e proficua tra gli istituti di istruzione superiore e le PMI per lo sviluppo e l’erogazione di programmi di studio rilevanti per il mercato del lavoro; la definizione di accordi congiunti per l’apprendimento basato sul lavoro; una maggiore collaborazione nell’orientamento professionale e nel collocamento.

JUST è adattato alle esigenze specifiche di gruppi target selezionati:

  • Istituti di istruzione superiore, che dovranno individuare mezzi/strumenti innovativi per coinvolgere le PMI.
  • Studenti, che potranno accedere a una formazione più rilevante, anche sotto forma di microcredenziali, su come trovare un primo lavoro in una PMI e crescere professionalmente.
  • Piccole e medie imprese, che avranno a disposizione strumenti per collaborare con le università per esprimere le loro esigenze, i loro requisiti e le loro preferenze in termini di competenze.

Il progetto prevede 4 risultati principali:

  1. La Piattaforma JUST OER e spazio di rete
  2. Il Modello JUST per la collaborazione tra Università e PMI
  3. La formazione JUST testata su 300 discenti
  4. La Suite di implementazione JUST

Partner del progetto:

Il progetto JUST è iniziato il 1° gennaio 2022 e terminerà il 30 giugno 2024.

Contatto:

Seguite tutte le attività e le novità del progetto JUST sulla pagina web: www.just-training.eu.

Questo progetto è finanziato dal Programma Erasmus+ dell’Unione Europea. Il sostegno della Commissione europea per la preparazione e la pubblicazione di questo comunicato stampa non costituisce un’approvazione dei contenuti, che riflettono esclusivamente le opinioni degli autori, e la Commissione non può essere ritenuta responsabile per l’uso che può essere fatto delle informazioni in esso contenute.

Final completion of the AKKUEurope Toolbox:

Means and resources to strengthen the workability of EU MSMEs

Summer 2021 market the period during which all partners consolidated their workability tools extrapolated at national level from literature sources specialised on the topics – from both a medical and managerial perspective.

During the third transnational project meeting (Sep 2021), partners agreed on a common template that could provide for clear reference to readers and users of the AKKUEurope Toolbox:

  • Concrete description of its aims
  • Scale and scope of the tool
  • Target group of reference at organisational level (i.e., admin staff, clerks, directors)
  • Benefits of the tool, in terms of both ease of use and practical outcomes & impacts
  • Estimation of the overall duration
  • Practical recommendations on how to use the tool

In order to facilitate the deployment of the given tool, partners linked a checklist in which readers and users can report action plan(s), procedures and processes, cost estimation of the correlated activities, shares of roles and responsibilities. The full list includes the following:

  1. On boarding – Induction of new employees
  2. Checking Workability – Management
  3. Checking Workability – Employees
  4. Ensuring learning success – Applying new knowledge in everyday working life
  5. The office workplace
  6. Employee appraisal
  7. Personnel Management
  8. No stress with the stress – Stress Check
  9. Working sessions: interviews, meetings and team work
  10. Designing change management processes in small companies
  11. The “WAI” (Work-ability Index) Questionnaire
  12. Checklist and recommendations for safety at work
  13. The IPAQ Questionnaire
  14. Mindfulness – A tool to increase concentration
  15. Healthy workplace – Key area of influence
  16. The Return to work process
  17. How to support wellbeing and health in the workplace?
  18. Assessment of employee’s motor and sensory skills and workplace accessibility
  19. Assessment of employees’ health situation and ability to work
  20. Lighting installations for better workability
  21. Remote work: Do our workspaces fit our needs?
  22. Labour risks and prevention services
  23. Business Development Plan
  24. What kind of leader are you?
  25. Labour Risk Prevention

The ones that users see above are the result of a multi-stage assessment that lead us to filter our final choices based on their level of coherence and consistence with project’s methodology and perimeter of the analysis.

All resources are in open access format, and are available for free via the official Open Educational Resource platform of the project. Soon, the training material will be uploaded in multilanguage version on: https://www.akkueurope.eu/toolbox.php

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