Unemployment is one of the more relevant issues in the European Union. In 2019 7,5% of work force in the EU-19 area was unemployed (6,7% in EU-27 area) and 44% of them was jobless since more than 12 months. Analysing the data in the absolute value, almost 14 million perople in the EU territory are unemployed and the 2012 EFSI (European Fund for Strategic Investments) study asserts that the annual cost of each unemployed person is roughly 25.000 euros and, although only 25,2% of unemployed people receives economic public subsidies, the total annual cost of unemployment is around 90 billion euros per year. More than the unemployment phenomenon per se, which is ingrained in the labor market mobility dynamics, is the length of individual unemployment periods which constitutes a threat for the social and economic sustainability of the system. All the negative consequences of unemployment get worse and worse with time; so it is crucial to support rapidly unemployed people with placement and career services. Training is a powerful driver of employability support. Skills are the main asset capable of qualifying the job offer and their enhancement is essential to support entry and permanence in the market. Among the skills that have the greatest impact on employment, a specific weight is covered by transversal skills. Consistently, the Council, with Recommendation 189/2018, indicated personal, relationships and learning skills as key.The CLIKC project intends to experiment with an innovative way to effectively train unemployed people who are not (yet) characterized by special needs on these skills, in an attempt to shorten the duration of the unemployment period and allow the active labor market system to focus on weaker categories. Covid-19 will have a catastrophic effect on employment and inhibits traditional forms of service based on physical coexistence. Therefore, the project aims to create and test an educational catalog and a new distance learning tool of their kind. In particular, it was decided to focus on 2 innovations concerning the teaching methodology (Content Language Integrted Learning and Micro-Learning) and 2 that characterise the ICT intermediation tool (Adaptive Learning and Advanced Analytics). The training catalog will focus on 4 specific skills in the area of basic personal and relational skills. The contents will be created through integration with foreign language training through the Content-Language Integrated Learning system. Content in Italian, English, Spanish and German will therefore be available. Furthermore, the contents will be divided into 15-minute didactic objects (micro-learnings) to allow a fruition in pills provided through ICT devices (desktop or mobile). The courses will be included in a Web Application for the use of asynchronous elearning. The platform will use 2 technologies: adaptive learning and advanced analytics. A system powered by artificial intelligence will select for each user the didactic objects (among 544) most suitable for him and update the path based on individual learning outcomes. Advanced analysis and reporting systems will feed user dashboards aimed at both individual users (unemployed) and labour market operators who will be able to integrate the tool into the ordinary methods of verifying skills, orientation and training. The project will be implemented by 1 Public Body responsible for Employment Policies, 3 Training Bodies from 3 Member Countries (Italy, Spain and Austria), supported by a Maltese training agency expert in CLIL training, a university center specialized in digital technologies for learning, 1 ICT technology developer company and 1 European Network of Vocational Training Bodies.The tool created will be used by 120 unemployed people during the project. A model to support placement will therefore be structured based on the extensive use of the tool, aimed at promoting the dissemination of results and amplifying the impacts achieved. For the sustainable development of the Platform, the triggering of an open innovation system is envisaged aimed at involving further parties interested in the success of the tool. The entire realization will take 24 months and involves the creation of 2 joint training sessions aimed at strengthening the knowledge and skills of the developers to progress correctly in the execution of the key actions as well as 5 territorial multiplier events and 1 international one that will involve a total of 215 participants.

The CLIL Open Online Learning (COOL) project involved a consortium of partners with a combined wealth of experience in language pedagogy and the training of teachers. The project developed resources and training for teachers in the HE sector with a specific focus on increasing the uptake of the Content and Language Integrated Learning methodology, which has a proven track record of success in other sectors, but has not yet been widely adopted in the HE sector. The project outputs include software solutions, training materials and case studies as follows: (1) COOL focused on providing Continuing Professional Development (CPD) training to teacher students and teachers in the field of Secondary and Higher Education. It has developed a training framework in the area of CLIL and disseminated this directly to groups of teachers in each of the partner countries and more widely through workshops at international conferences and practitioner networks (e.g. EUROCALL membership base). (2) COOL assisted teacher students and teachers in the field of Secondary and Higher Education to achieve better outcomes for their learners by upskilling them in multimedia learning materials authoring. This enables teachers to easily produce and share bespoke materials which meet the needs of their students. Typically, the teachers who will avail of this training will be new to multimedia materials authoring and will be used to adapting their teaching around existing resources rather than adapting their resources to fit with how they want to teach (in this case, through adopting CLIL). (3) Each of the consortium partners has a strong track record in collaborating with individuals and institutions in other EU countries. Through the COOL project the partners learned of the issues facing educators in other contexts and within Europe and shared good practice to help each other overcome methodological and resource difficulties. The expertise gained through this collaboration have enabled the partners to plan their educational programmes with both local and wider European concerns in mind and therefore contribute to EU integration. (4) In the final project year the consortium ran a transnational training course for teachers from the partner countries. These trainees have become champions for CLIL and the ICT resources produced by the project consortium and now provide one to one help desk support to teachers who have been newly trained in the use of the Clilstore platform. This support is facilitated via an online user hub which enables the exchange of good practice and resources within the wider network established by the consortium and ensures that the COOL project has a long legacy period.The Clilstore.eu platform is now available in more languages than we had planned for, this is due to end users collaborating with the project to provide translations of our database in additional languages. At the time of this report Clilstore.eu is fully translated into nine languages: br, da, en, es, fr, ga, gd, it, and sh. Translations into Portuguese and Bulgarian are ongoing.