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Final Conference Highlights: Driving Digital Employability Across Europe and the Western Balkans

Final Conference Highlights: Driving Digital Employability Across Europe and the Western Balkans

On 20 November 2025, the Digital Response to Unemployment Problems in the Western Balkans (DRUPWB) project marked a major milestone with its Final Online Conference, bringing together stakeholders from across Europe and the Western Balkans. The event served as a culmination of collaborative efforts, offering a comprehensive overview of how innovative vocational education and training (VET) approaches can respond to evolving labour market demands.

 

The conference gathered 61 participants, including VET educators, project partners, companies, NGOs, public institutions, and beneficiaries such as unemployed adults and NEET youth. This diverse participation reflected the project’s strong commitment to inclusivity and cross-sectoral collaboration.

 

 

Presenting Results That Matter

The conference showcased the full scope of DRUPWB achievements, demonstrating how targeted interventions can address skills mismatches and improve employability outcomes. Central to these efforts was the development and implementation of a four-module curriculum focused on in-demand digital and entrepreneurial skills, including virtual assistance, no-code programming, self-employment, and small business development.

Beyond curriculum development, the project delivered:

  • Six national-level educator training programmes
  • Engagement of over 540 unemployed and NEET adults
  • Cross-country internship opportunities
  • A fully operational Digital HUB supporting online learning and collaboration

These results highlight a comprehensive approach combining education, practice, and digital innovation.

 

 

The Digital HUB: A Central Innovation

One of the key highlights of the conference was the demonstration of the DRUPWB Digital HUB. Designed as a long-term resource, the platform provides access to online courses, learning materials, tools, and collaborative features for both learners and educators.

Participants explored its user-friendly structure, accessibility features, and integration with curriculum content. The HUB was widely recognised as a practical and scalable solution that can continue supporting digital skills development beyond the project’s lifetime.

 

 

Learning from Practice Across Countries

The event provided valuable insights into how project activities were implemented at the local level across partner countries, including Bosnia and Herzegovina, Croatia, Montenegro, Albania, Germany, and Lithuania.

Presentations highlighted:

  • Successful delivery of local trainings and workshops
  • Strong partnerships with VET providers, companies, and municipalities
  • Positive participant feedback and high engagement levels
  • Tangible improvements in digital, entrepreneurial, and soft skills among beneficiaries

 

Internship programmes were particularly impactful, offering participants real-world experience and strengthening their readiness for the labour market.

 

 

Strengthening VET Systems Through Collaboration

A key takeaway from the conference was the importance of cross-border cooperation in modernising VET systems. By bringing together partners from the EU and the Western Balkans, the project facilitated knowledge exchange, innovation, and alignment with labour market needs.

The conference also created space for dialogue on sustainability and future cooperation, reinforcing the relevance of the project’s outputs for long-term use by educators, institutions, and stakeholders.

 

 

Looking Ahead

The DRUPWB Final Conference confirmed that digital employability requires more than isolated interventions—it depends on integrated approaches that combine curriculum innovation, educator capacity building, practical experience, and accessible digital tools.

 

With strong interest from stakeholders and clear evidence of impact, the project’s results are well-positioned to continue supporting learners and VET systems beyond the funding period. As digital transformation accelerates, initiatives like DRUPWB demonstrate how education can adapt to ensure no one is left behind.

DRUPWB Internship Programme Completes First Cycle Across Five Countries, Reaching 65 Participants

DRUPWB Internship Programme Completes First Cycle Across Five Countries, Reaching 65 Participants

The DRUPWB project has successfully completed its first cycle of internship activities, with programmes running simultaneously in five countries — Croatia, Bosnia and Herzegovina, Germany, Lithuania, and Albania — between July and October 2025. Hosted by partner organisations across the consortium, the internships brought together 65 young people, including NEET individuals (young people not in education, employment, or training), VET students, adult learners, and aspiring entrepreneurs. All activities were designed around the project’s four-module non-formal educational curriculum, built on a STEM-based and andragogical approach.

 

 

Croatia: Hands-On Learning at Pannonia Consulting, Zagreb

 

In Zagreb, Pannonia Consulting hosted a one-month internship (15 September – 15 October 2025) for 10 participants, three of whom were NEET young adults aged 18–29. The group represented a diverse mix of profiles, including VET students, adult learners, and individuals exploring self-employment and freelancing.

 

Activities were structured around all four curriculum modules — Virtual Assistance, No-Code Programming, Self-Employment, and Starting and Running a Small Business. Participants worked through a “brief → draft → review → publish” cycle, using tools such as Canva, Trello, Google Workspace, Loom, Make/Zapier, Airtable, and Glide. Concrete outputs included a shared project inbox for a simulated client, intake forms with automations, lightweight data dashboards, one-page service flyers, and three-slide pitch decks.

 

The programme also included company visits to Andautonia Systems, an IT and digital solutions company, and Pučko otvoreno učilište AMC Nova Gradiška, an adult education institution — giving participants direct exposure to digital transformation in business and vocational training. Following each visit, participants produced client-ready deliverables, including web news items and workflow screencasts.

 

Participant Iva noted that the practical briefs pushed her to write, design, and deliver work that truly looked ready for a real client. Another participant highlighted how the no-code module helped her understand how digital pieces connect and how to explain their value without technical jargon.

 

The internship was covered in an article published on the Pannonia Consulting website on 20 October 2025.

 

 

Bosnia and Herzegovina: Two Parallel Programmes in Zenica and Online

 

Bosnia and Herzegovina contributed two distinct internship formats to the cycle, together reaching approximately 25 participants — offering both a place-based programme in Zenica and an online virtual assistance track.

 

Zenica (ZEDA Agency) ran a training-plus-internship programme for 13 young NEET participants (11 women, 2 men, all registered with the Employment Service) between 15 September and 15 October 2025. Ten participants held secondary education and three had completed university. None had prior business or STEM training. Following a three-day entrepreneurship and STEM training using interactive teaching, case studies, and group exercises, participants completed a one-month internship in local organisations covering finance, marketing, TV production, law, ecology, and administrative work. The programme was partially aligned with the 4-modular curriculum, with the entrepreneurship and STEM basics modules well-represented, while more advanced technical modules were harder to replicate in the available placements.

 

In parallel, an online internship programme (15 July – 15 August 2025) gathered approximately 12 participants — students, freelancers, and young professionals — for a four-week virtual assistantship track. Four weekly online group meetings covering content creation, video editing, digital tools, and a final review were supplemented by individual 1:1 mentoring sessions. Participants worked with Canva Pro, Google Workspace, and CapCut, producing real outputs for actual digital profiles and clients, including social media posts, blog articles, and short videos. One participant received a remote job offer from an international agency following the programme. Others enhanced their LinkedIn profiles and portfolios with materials produced during the internship.

 

 

Germany: Two Complementary Models in Freiburg and Halle (Saale)

 

Germany saw two separate internship approaches run by different partner organisations, together reaching 10 participants.

 

Outside Media & Knowledge (OMK), based in Freiburg and Emmendingen, provided individually tailored mentorships throughout October 2025 to 3 NEET-category participants (J.C., N.A., D.Z.) working in creative, marketing, and cultural sectors — including music management, social media management, digital marketing, and wellbeing coaching. Sessions of 1.5–2.5 hours each combined in-person and online formats. Mentors guided participants through visual identity, digital storytelling, social media strategy, video production, and tools such as Canva and Metricool. Networking activities included meetups with German and international microbusinesses and participation in an international event in Emmendingen with VET educators from the PROMOTE project. Two of three participants were already implementing their marketing strategies by the end of the programme; one had begun developing professional branding materials.

 

TVW GmbH coordinated 7 hybrid internships in Halle (Saale) between 1 August and 30 September 2025, across three host organisations: TVW GmbH (four interns), Conomic GmbH (two interns), and Körperformen Halle (one intern). The cohort consisted entirely of NEET unemployed male participants — German, Syrian, and Ukrainian nationals — with diverse educational backgrounds and, for several, significant language barriers. Work was paced at approximately four hours per week, structured around bi-weekly in-person coordination meetings and largely remote task completion. At TVW, interns followed a full content production workflow — from brief to topic research, drafting, visual creation, and publication — resulting in posts published on the company’s LinkedIn, Instagram, and Facebook pages. At Körperformen, the intern developed social-media captions and micro-campaign concepts. The two Conomic placements ended after onboarding due to non-attendance, underscoring the importance of pre-placement readiness and language-for-work preparation for future iterations.

 

 

Lithuania: Entrepreneurship and Innovation in Vilnius

 

In Vilnius, Innooctava hosted 10 participants — students and recent graduates aged 18–26 — between 1 August and 30 September 2025. Participants with backgrounds in creative industries, digital innovation, project management, and entrepreneurship engaged with Innooctava’s innovation projects across four areas: market research and business model development, content creation and communication, project planning, and cooperation with SMEs.

 

Partner organisations visited included an Innovation Agency, MB Luckris (technology and product design), MB Baltic Automation (engineering), and Aeroservisas, UAB (technology and business). Tools used included Trello, Miro, Canva, and ChatGPT, and educational methods centred on mentoring, learning by doing, peer-to-peer sharing, and weekly reflection meetings.

 

The internship was notable for exceeding expectations in participant engagement — several took on leadership roles, and practical tasks proved more motivating than theoretical content. Teamwork and mentoring had a measurable positive impact on confidence. Several participants expressed plans to start their own small businesses or enter startup programmes following the experience. The internship was featured in an article published by Vilnius Tech on 24 October 2025.

 

 

Albania: Digital Skills and STEM Learning in Korça

 

In Korça, Albania, a one-month internship (25 September – 25 October 2025) was organised for 10 young NEET participants, identified in collaboration with the Korça Employment Office and hosted at the Vocational School “Services”. The programme focused on the Virtual Assistant and No-Code Programming modules of the DRUPWB curriculum.

 

Participants learned to manage professional emails, prepare reports, organise calendars, create social media content, build Google Forms with automated notifications, and develop basic task-tracking dashboards. Digital tools used included ChatGPT, Google Gemini, Microsoft Copilot, Grok X, Canva, Trello, Google Sheets, Google Docs, Loom, and Airtable. Each participant created a Standard Operating Procedure for document management and developed a small personal project presented through a written report and digital presentation.

 

Company visits were made to Tech-Hub Korça (innovation and technology centre), National Commercial Bank BKT Korça Branch (digital systems in banking), Korça Youth Center, and a local travel agency. All outputs went through both a mentor and a peer review cycle.

 

Participants Sara and Fiorela both reflected on how the internship strengthened their professional confidence, improved their communication skills, and gave them the readiness to take on new challenges in education or employment.

 

 

Across All Programmes: Common Themes and Lessons

 

Despite the diversity of national contexts and implementation models, the DRUPWB internship cycle revealed several consistent themes. Across all 65 participants, engagement was high, with NEET individuals in particular demonstrating notable progress in digital literacy, communication, and professional confidence. Non-formal, work-based learning methods consistently outperformed classroom-based instruction in terms of motivation and skill retention. One participant secured a remote job offer with an international agency, while many others updated their professional portfolios and LinkedIn profiles with real outputs from the programme.

 

Shared recommendations for future iterations across all partner organisations include extending internship durations to allow deeper project development, strengthening pre-placement readiness (including digital literacy orientation and, where relevant, language-for-work preparation), expanding collaboration with local SMEs, and introducing more structured follow-up and mentoring after the internship period ends.

Local-Level Meetings Across Europe and the Western Balkans Strengthen Digital Skills Ecosystems

Local-Level Meetings Across Europe and the Western Balkans Strengthen Digital Skills Ecosystems

As part of the Digital Response to Unemployment Problems in the Western Balkans (DRUPWB) project, a series of local-level meetings were organised across partner countries, creating a strong foundation for collaboration between vocational education and training (VET) providers, businesses, and public institutions. These meetings played a key role in ensuring that project results are not only disseminated, but actively adopted and integrated into real educational and labour market contexts.

 

Across countries including Croatia, Albania, Bosnia and Herzegovina, Montenegro, Germany, and Lithuania, partners engaged a wide range of stakeholders—from adult education centres and universities to SMEs, NGOs, and governmental institutions. The meetings created a space for dialogue on digital transformation, employability, and the evolving role of VET systems in addressing labour market needs.

 

 

Connecting Education and the Labour Market

 

A central objective of the meetings was to present the DRUPWB curriculum and Digital HUB, while exploring their practical application in different national contexts. The curriculum, designed around digital, entrepreneurial, and self-employment competences, was recognised as highly relevant for both learners and professionals seeking to adapt to changing job market demands.

 

At the same time, the Digital HUB was introduced as an accessible and flexible platform supporting online and blended learning. Participants across countries highlighted its value for delivering training, supporting educators, and enabling continuous professional development.

 

The discussions consistently emphasised the importance of aligning training programmes with real labour market needs, particularly in sectors undergoing digital transformation.

 

 

Diverse Stakeholders, Shared Priorities

 

The meetings brought together a diverse group of participants, ensuring that multiple perspectives were represented. These included:

  • VET providers and adult education institutions
  • SMEs and companies from digital, logistics, and service sectors
  • NGOs working with youth, NEET populations, and vulnerable groups
  • Governmental agencies and public institutions
  • Trainers, educators, and career counsellors

 

Despite different national contexts, a shared priority emerged: the need to strengthen digital and entrepreneurial competences as a foundation for employability and economic resilience.

 

In several countries, stakeholders expressed interest in integrating the curriculum into existing training programmes, while companies explored using the Digital HUB for internal staff development.

 

 

Strong Engagement and Practical Feedback

 

Across all partner countries, participant engagement was high. Meetings were designed as interactive sessions, encouraging discussion, exchange of experiences, and reflection on practical implementation.

Feedback consistently highlighted that the project outputs are:

  • Innovative and aligned with current labour market trends
  • Practical and adaptable to different educational and business contexts
  • Accessible and suitable for both formal and non-formal learning environments

 

Stakeholders particularly valued the combination of structured curriculum content and digital learning tools, which together create a comprehensive approach to skills development.

 

Many participants also expressed willingness to pilot the materials, further confirming the relevance and usability of the project results.

 

 

Towards Sustainable and Scalable Impact

 

Beyond dissemination, the local-level meetings contributed to building long-term partnerships and strengthening cooperation between sectors. They highlighted the importance of continued collaboration to ensure that project results are sustainably embedded into local systems.

 

Common recommendations across countries included:

  • Organising practical workshops and demonstrations for wider adoption
  • Strengthening cooperation between VET providers and businesses
  • Expanding outreach to new target groups, including vulnerable populations
  • Promoting the Digital HUB as a long-term learning and collaboration platform

 

These insights reinforce the project’s role in supporting systemic change, rather than isolated interventions.

 

 

A European Approach to Digital Employability

The local-level meetings demonstrated that while challenges may vary across countries, the need for digital skills, flexible learning pathways, and stronger links between education and employment is universal.

 

By connecting stakeholders, sharing knowledge, and promoting innovative tools, the DRUPWB project contributes to a more responsive and inclusive VET ecosystem—one that is better equipped to support individuals in navigating the demands of a rapidly changing labour market.

 

As the project moves forward, the strong interest and engagement observed at the local level provide a solid foundation for continued impact, ensuring that its results remain relevant, scalable, and widely used across Europe and the Western Balkans.

From Local Workshops to Real Impact: DRUPWB Training Activities Across All Partner Countries

From Local Workshops to Real Impact: DRUPWB Training Activities Across All Partner Countries

The Digital Response to Unemployment Problems in the Western Balkans (DRUPWB) project has successfully implemented a series of local educational workshops and training sessions across all partner countries, transforming innovative curriculum content into practical learning experiences for diverse target groups.

 

These activities were carried out in Bosnia and Herzegovina, Germany, Croatia, Albania, Montenegro, and Lithuania, ensuring broad geographical coverage and strong cross-country relevance. Across all locations, the workshops focused on strengthening digital, entrepreneurial, and employability skills among young people and adults—particularly those facing barriers to entering the labour market.

 

 

A Shared Curriculum, Adapted Locally

 

All training activities were based on the same 4-module curriculum:

  • Virtual Assistance
  • Self-Employment
  • Starting and Running a Small Business
  • No-Code Programming

 

While the structure remained consistent, implementation was adapted to local needs and participant profiles in each country. In Bosnia and Herzegovina, workshops primarily engaged NEET youth and unemployed young people, while in Germany, participants included a broader age range of adults exploring remote work opportunities.

 

Similarly, in Croatia, Albania, Montenegro, and Lithuania, workshops connected VET providers, businesses, and learners, ensuring that the curriculum reflects real labour market demands and practical use cases.

 

 

Diverse Participants, Common Needs

 

Across all countries, participants included:

  • NEET youth and unemployed young people
  • Adult learners and job seekers
  • Individuals transitioning into digital or freelance work
  • Educators and trainers involved in VET systems

 

Despite differences in background and experience, participants across countries shared similar challenges—limited access to practical training, lack of digital skills, and uncertainty about career pathways. The workshops directly addressed these gaps.

 

 

Learning by Doing Across Europe

 

A key strength of the DRUPWB workshops was the use of experiential, hands-on learning methods. Participants were not passive learners—they actively:

  • Used digital tools and platforms
  • Simulated real work scenarios (freelancing, business development)
  • Developed their own ideas, projects, or service offers
  • Collaborated in teams and engaged in peer learning

 

In Bosnia and Herzegovina, participants explored entrepreneurship and no-code tools; in Germany, the focus included productivity, remote work organisation, and digital presence; while in other partner countries, the training blended these approaches based on local priorities.

 

 

Strong Engagement and Positive Feedback

 

Across all six countries, engagement levels were consistently high. Participants responded positively to:

  • Practical and applicable content
  • Clear structure and progression of the curriculum
  • Interactive and supportive learning environments

 

Many participants described the experience as motivating and “eye-opening,” especially when discovering new digital career pathways. A significant number expressed interest in continuing their learning through the online platform or participating in further project activities.

 

 

Beyond Skills: Building Confidence and Direction

 

The workshops delivered more than technical knowledge. Across all countries, participants developed:

  • Confidence in using digital tools
  • Communication and teamwork skills
  • Problem-solving and entrepreneurial thinking
  • Clarity about career opportunities in the digital economy

 

For many, this was the first step toward exploring freelancing, starting a business, or re-engaging with education and training.

 

 

Lessons Learned Across Countries

 

Implementing workshops in multiple countries provided valuable insights:

  • Flexible delivery is essential to accommodate different experience levels
  • Local language support and examples improve accessibility
  • More time and follow-up sessions enhance learning outcomes
  • Mentoring and practical guidance are highly needed after training

 

These lessons will support further improvement and scaling of the project results.

 

 

A Joint Effort for Digital Employability

 

By delivering coordinated training activities in Bosnia and Herzegovina, Germany, Croatia, Albania, Montenegro, and Lithuania, the DRUPWB project demonstrates the power of transnational cooperation in addressing unemployment and skills gaps.

 

Across all contexts, one message is clear: practical, accessible, and future-oriented education is essential for enabling individuals to succeed in a rapidly changing labour market.

 

Through its local workshops, the project is not only building skills—but also opening pathways for long-term employability, entrepreneurship, and inclusion across Europe and the Western Balkans.

Exploring innovation in VET: Study visit in Vilnius brings together educators from across Europe

Exploring innovation in VET: Study visit in Vilnius brings together educators from across Europe

From March 16–25, 2025, thirty educators, VET professionals, and youth workers gathered in Vilnius, Lithuania for a dynamic 10-day study visit hosted by VILNIUS TECH and its Creativity and Innovation Centre “LinkMenų fabrikas.”

 

Organized as part of the DRUPWB project, the visit aimed to strengthen innovation, inclusion, and sustainability in vocational education and training (VET) across Europe.

 

The programme combined expert-led presentations, site visits to top innovation hubs like the Sunrise Valley Science & Technology Park and Manufacturing Innovation Valley, as well as interactive workshops and peer-learning sessions. Participants explored themes such as circular economy, digital transformation in VET, inclusive education, and strategies for engaging NEET youth.

 

Highly engaging and well-organized, the study visit received overwhelmingly positive feedback. Participants particularly valued the practical sessions, group work on future of work and self-employment, and the opportunities for networking and international cooperation. Many left inspired to implement new ideas in their own institutions and pursue further collaboration.

 

The visit concluded with group presentations, certificate distribution, and a guided cultural tour of Vilnius Old Town. It not only deepened participants’ professional knowledge but also sparked new partnerships and opened doors for future initiatives in digital and sustainable VET.

Building Tomorrow’s VET Educators: DRUPWB Completes Training Programme Across Six Countries

Building Tomorrow’s VET Educators: DRUPWB Completes Training Programme Across Six Countries

In February 2025, the DRUPWB project reached a significant milestone: a coordinated series of seven-day training programmes for educators and VET trainers was successfully delivered across six countries — Lithuania, Bosnia and Herzegovina, Germany, Croatia, Albania, and Montenegro. In total, more than 60 educators and trainers participated in these capacity-building events, all structured around the project’s four-modular curriculum covering virtual assistance, no-code programming, self-employment, and starting and running a small business.

 

 

A Curriculum Built for the Future of Work

 

The training programme, developed as part of the DRUPWB project’s work on digital responses to unemployment in the Western Balkans, was structured around four core modules aligned with the European Qualifications Framework (EQF). Each seven-day programme combined theoretical input with hands-on exercises, role plays, brainstorming, group work, and daily self-reflection sessions. While the curriculum provided a shared framework, each partner country adapted its delivery to reflect local professional contexts, participant backgrounds, and available resources.

 

 

Lithuania — VILNIUS TECH Campus, Vilnius (13–21 February 2025)

 

The training in Lithuania was hosted at VILNIUS TECH campuses and a partner location in Vilnius, bringing together 15 educators who are internal university staff working as teachers and VET providers. Five trainers — two from the project team and three external — led the activities and workshops.

 

The seven-day programme followed a blended approach, combining formal and non-formal education methods including lectures, group work, interactive exercises, brainstorming sessions, and role-play simulations. The four modules were introduced progressively, and participants reported high levels of engagement throughout. By the end of the programme, 92% expressed confidence in applying the curriculum in their own teaching, 92% showed interest in further training opportunities, and 83% appreciated the balance between theory and practice. Daily self-reflection sessions allowed trainers to adapt their approach in real time based on participant feedback. Participants noted particular interest in the self-employment and business modules, and expressed enthusiasm for a forthcoming study visit to Vilnius as an opportunity for continued learning.

 

 

Bosnia and Herzegovina — Mostar, Spin Association (16–22 February 2025)

 

Spin Association hosted the training in Mostar, bringing together 10 trainers and educators specializing in vocational education and training. Participants came from both Spin’s internal staff and partner organizations across the country, representing a diverse range of VET institutions. The training was also enriched by an international dimension — parts of the sessions brought together participants from across Europe, enabling knowledge sharing about VET approaches in different countries.

 

The seven-day programme was designed as an immersive STEM education and digital work experience. Each day built progressively: from team-building and career exploration, through virtual assistance and no-code programming, to self-employment and entrepreneurship, concluding with a session on artificial intelligence and career planning. The final day included a pitching session where participants presented their self-employment ideas and business plans. Engagement throughout was high and consistent. By the end of the training, participants felt confident in integrating STEM education, digital tools, and entrepreneurship into their teaching, with many expressing strong interest in further specialization in digital tools, business development, and innovative methodologies.

 

 

Germany — Freiburg and Emmendingen, Outside Media & Knowledge (1–16 February 2025)

 

Outside Media & Knowledge (OMK) conducted the training across two locations in southern Germany — Freiburg and Emmendingen — with 13 participants in total: one OMK staff member as facilitator, one OMK staff member as participant, and 12 external VET educators. One participant joined in hybrid mode due to distance.

 

The German training followed a Train-the-Trainer model, equipping participants not only with the curriculum content but with the skills and methodologies to effectively deliver it to their own learners. OMK was in direct contact with participants before the event, allowing sessions to be refined to match specific learning gaps. The programme covered self-employment and business setup in Germany — including legal structures and financial considerations — digital branding and marketing using tools such as Canva, no-code programming, AI tools including ChatGPT, networking and career strategies, and business pitching. Gamified learning methods, including podcast creation and interactive challenges, were embedded throughout. Results were strong: 100% of participants reported satisfaction with what they had learned, and 95% expressed interest in furthering this training with their own learners, particularly in digital marketing for new founders.

 

 

Croatia — Zagreb, Pannonia Consulting (3–11 February 2025)

 

Pannonia Consulting led the training in Zagreb with 10 participants, all external VET providers from various vocational training organisations across Croatia. The programme followed the shared seven-day structure, covering STEM career exploration, the training manual, virtual assistance, no-code development, self-employment, small business development, and emerging technologies including artificial intelligence.

 

Participants demonstrated high engagement throughout, particularly in the hands-on sessions on virtual assistance, no-code tools, and business pitching. Feedback highlighted the value of the career-oriented content, practical workshops, and networking opportunities. Participants expressed strong confidence in implementing their newly acquired knowledge, especially in career mapping, entrepreneurship guidance, and introducing digital tools to their learners. An additional preparatory meeting was held on 12 February with five participants who will join the upcoming study visit to Vilnius — a ten-day intensive programme designed to further reinforce the knowledge and skills developed during the local training and to build connections with Lithuanian VET providers and companies.

 

 

Albania — Korçë, CRCA/ECPAT Albania (21–28 February 2025)

 

CRCA/ECPAT Albania organized the training in Korçë, a city approximately 200 km from Tirana, hosted at the Shkolla Teknike Profesionale Shërbime (Technical Vocational School Services). The location was chosen based on CRCA’s long-standing cooperation with the National Employment Office (AKPA) and the presence of two VET high schools — one specializing in tourism-related services and the other in economics — both of which face significant challenges related to youth migration to Western Europe.

 

Eleven participants took part — ten VET teachers from the two schools and one youth worker from CRCA’s Regional Youth Services Centre in Korçë — alongside three CRCA trainers. The training was conceptualized as a Training of Trainers, with the aim of building a foundation for continuing to train other VET educators in the future. Because all teachers had daily school responsibilities, the schedule was adapted to weekends and extended sessions on available days. The Albanian-language version of the training manual, already translated into Albanian, proved highly useful throughout. A particularly significant development emerged from this training: CRCA has already entered into discussions with the National Employment Agency (AKPA), the authority responsible for formal VET curricula in Albania, with the aim of formally accrediting the DRUPWB curriculum as part of training for NEET youth and adult learners in VET high schools and training centres across the country.

 

 

Montenegro — Podgorica, Secondary Construction and Geodesy School “Eng. Marko Radević” (20–26 February 2025)

 

The training in Montenegro was hosted by the Secondary Construction and Geodesy School “Eng. Marko Radević” in Podgorica, welcoming 13 participants from diverse professional backgrounds — internal school staff including teachers of geodesy, informatics, literature, and pedagogy, as well as engineers and professionals from various industries as external VET providers. The training was led by one main trainer and enriched by contributions from two guest speakers: Mirela Rajković, a freelance consultant specialising in climate change and human rights, who provided insights into freelancing as a viable career pathway for educators; and Uroš Bulatović, president of the Union of Young Entrepreneurs of Montenegro, who discussed entrepreneurial opportunities and available support programmes for new founders.

 

The Montenegro training was notable for its particularly rich use of digital learning tools, including Actionbound, Kahoot, Miro, Padlet, and Mentimeter — platforms that not only enhanced participant engagement but also demonstrated directly how such tools can be integrated into everyday teaching. Evaluation results were exceptional: every participant rated their overall experience at the highest possible score (5 out of 5), 88.9% stated the training fully met their expectations, and 44.4% described themselves as “very active” participants throughout all sessions. Participants particularly valued the group work, interactive activities, and the practical insights provided by the guest speakers. Many expressed a desire to implement newly learned digital platforms in their classrooms immediately, and several called for this type of training to be made available to more educators across Montenegro.

 

 

Shared Lessons, Common Impact

 

Across all six countries, several common themes emerged. Participants consistently reported that the most engaging and effective learning took place during hands-on workshops — whether building no-code web applications, pitching business ideas, or exploring virtual assistance tools. No-code programming and AI applications were consistently among the most popular and often entirely new topics, and all groups expressed a desire for more time on these subjects in future editions. The varying levels of prior knowledge among participants was a recurring challenge, addressed in different ways by each host — from pre-training consultations with participants before the event in Germany, to mixing ICT and non-ICT teachers in working groups in Albania.

 

All six trainings were aligned with the EQF and concluded with certification. Together, they have equipped more than 60 educators and VET professionals across Europe and the Western Balkans with the knowledge, skills, and confidence to bring the DRUPWB curriculum to their own learners — and in Albania’s case, potentially to the country’s formal VET system itself.

Vocational Education in Albania must adapt to technology and labor market needs

Vocational Education in Albania must adapt to technology and labor market needs

A new Report on the use of STEM technologies in vocational education and training in Albania, prepared by two independent experts of CRCA/ECPAT Albania, in the framework of the DRUPWP initiative, highlights the necessity of reviewing the curricula to adapt to the dynamic demands of the labour market, with a particular focus on integrating STEM and advanced technologies in VET education and employment.

 

The report examined data from various sources, institutions and organizations working on vocational education and training, including the National Agency for Education, Vocational Training and Qualifications, the Pre-University Education Quality Assurance Agency and ICTSlab, a multifunctional innovation center.

 

One of the key findings of the report is that efforts to develop technological skills, such as those offered through web design, programming, or front-end development courses, are often not enough to cope with the demands of the rapidly changing digital labor market.

The experts suggest that the Government and relevant institutions focus on establishing a closer link between vocational education and the private sector, to ensure that training programmes are in line with the needs of industry and young people are prepared for employment, especially in stem and digital sectors.

 

The report recommends, among others, the review of the curriculum and training needs of teachers and professionals in the VET system in Albania while improving the strategies of promoting schools and vocational courses, to create a more sustainable space in the digital labour market.

 

Click here to access the full report.

 

 

For more information, contact:

CRCA/ECPAT Albania

E-mail: crca@crca.al

Lithuania’s Education and Vocational Training Ecosystem: An Overview

Lithuania’s Education and Vocational Training Ecosystem: An Overview

A Comprehensive Education System

 

Lithuania’s education system combines formal education, vocational training, and non-formal learning opportunities to address the varied needs of its population. The system is structured to provide individuals with the foundational knowledge and practical skills necessary for participation in the labour market.

 

 

Vocational Education and Training (VET): Bridging Theory and Practice

 

VET plays a significant role in Lithuania’s education system, offering practical training designed to meet labour market demands. Programs provide students with hands-on learning in fields such as IT, engineering, healthcare, construction, and hospitality.

Lithuania’s VET system is supported by a variety of institutions:

  • Vocational Schools provide education to students who have completed lower or upper secondary education, combining theoretical instruction with practical training.
  • Vocational Training Centres focus on short-term courses for those looking to acquire new skills or transition between careers.
  • Higher Education Institutions offer vocational bachelor’s and master’s degree programs, blending academic knowledge with hands-on experience.
  • Private Training Providers cater to niche markets, offering specialized programs in IT, healthcare, and creative arts, with flexible delivery methods for adult learners.

 

In 2024, interest in vocational education remained steady. Data from LAMA BPO indicates that 30,521 individuals applied to vocational education programs, up from 28,104 in 2023. Of these, 20,759 signed vocational training agreements, slightly more than the 20,569 in 2023. Among the agreements, 20,540 were for state-funded placements, and 219 were for self-funded placements (Data source: here)

 

VET programs are accessible to individuals of all ages and education levels. They are divided into initial vocational training, which provides first qualifications, and continuous vocational training, which allows individuals to enhance existing skills or gain new ones. Qualifications range from levels 2 to 5 of the Lithuanian and European Qualifications Frameworks (EQF) and are based on professional standards.

 

 

Modular and Flexible Learning

 

Vocational training is often modular, enabling participants to complete full programs or focus on specific modules. Successful completion of a full program, coupled with passing final exams, leads to a vocational diploma. Individual modules earn state-recognized certificates, and skills gained through non-formal learning can be validated to obtain qualifications.

The system allows for combining vocational training with secondary education, enabling students to simultaneously gain a vocational qualification and complete their primary or secondary schooling. Graduates with high school diplomas can pursue higher education, with additional points awarded for applying to related university programs.

Diverse VET Providers in Lithuania

 

Lithuania’s VET infrastructure includes 44 public vocational education institutions and over 220 private providers, offering approximately 450 qualifications. Of these, 190 qualifications align with levels II–IV of the Lithuanian Qualifications Framework.

 

Vocational education is typically school-based but emphasizes practical training, which constitutes at least 70% of program content, with 10% dedicated to general competencies. Apprenticeship training is also an option, where students learn directly in workplaces under formal apprenticeship contracts (Data source: here)

Programs Responding to Labor Market Needs

Several VET institutions in Lithuania aim to align their offerings with industry trends. Institutions such as Code Academy, Vilnius Coding School, and TechIn provide training in fields like IT and engineering. Programs such as those for Junior Systems Administrators and Java Developers combine classroom instruction with practical application. Providers also regularly update their curricula to address emerging industry needs.

 

 

Collaboration and Governance in VET

 

The Ministry of Education, Science, and Sport oversees vocational training policy, while the Qualifications and Vocational Education and Training Development Centre (KPMPC) supports the creation and updating of professional standards and curricula. KPMPC also coordinates competency assessments and adult education initiatives.

Sectoral Professional Committees, composed of industry and educational representatives, play a key role in aligning vocational training with labour market requirements. Social partners, including employers, contribute to the development of training content and evaluation processes, as well as participate in the management of vocational institutions.

 

 

Conclusion: Preparing for a Dynamic Labor Market

 

Lithuania’s education and vocational training ecosystem seeks to balance academic and practical learning to address the needs of both individuals and the labour market. While efforts are made to align programs with industry demands and ensure accessibility, challenges remain in maintaining relevance and responding to economic shifts. By combining formal education, modular vocational training, and non-formal opportunities, the system provides pathways for skills development and workforce preparation.

This article was developed based on the project’s research document “Analysis and map of existing non-formal educational curriculums of VET programs in participating countries”.

 

If you want to learn more about the research, and read the full document, click here.

 

Cover picture: Photo by Igor Gubaidulin on Unsplash

CRCA/ECPAT Albania: A leading CSO in improving youth training and employment opportunities in Albania and Western Balkans

CRCA/ECPAT Albania: A leading CSO in improving youth training and employment opportunities in Albania and Western Balkans

CRCA/ECPAT Albania is a leading child and youth rights CSO with 28 years of experience in youth work, empowering young people to participate in policy and decision-making, education, vocational training, while increase their employment opportunities. CRCA has been instrumental in influencing the change of landscape for youth rights in Albania, by drafting Youth Law, which made it possible the recognition of youth work as a profession and vocation. It has empowered more than 3000 young people in policymaking, youth engagement and rights, advocacy, leadership and elections, employment opportunities etc. As of 2020 it has established a One-Stop Regional Centre for Youth Services supporting 2000 young people in south of Albania with career advice, information on general education and vocational training opportunities, youth employment, life skills and social care support.

 

CRCA Albania’s Experience and Involvement

CRCA Albania has experience in participating in various international projects supported by programs like Horizon2020, Erasmus+, and many other EU initiatives. On youth employment opportunities it has been working since 2000’s with ICON-GET Institute and GTZ in Germany, UNDP and UNICEF, Global Campaign for Education, Council of Europe etc. Our Youth Rights Programme established in 1997, has contributed to empowering more than 2000 youth and their organisations across Albania and Western Balkan, enhancing formal and non-formal curriculum, supporting their education and employment opportunities, strengthening youth work in Albania, supporting the authorities to introduce youth work at local level, supporting new youth policies, legislation and research, strengthening youth participation and access to justice.

 

CRCA Albania’s Role in the DRUPWB Consortium

Since joining the DRUPWB consortium, CRCA Albania team has utilised our experience, know-how and networking coming from 28 years of implementing our Youth Rights Programme. Our initiatives and projects are focused on empowering youth to lead a life full of opportunities for personal and community development and empowerment, youth participation in decision-making, build a model of one-stop-shop for youth services where we provide information of formal education, vocational training and youth employment, promote support for youth life skills, social wellbeing, care and support in various social and institutional settings.

CRCA/ECPAT Albania main contributions to the DRUPWB project include:

  • Knowledge building and sharing: In our page we have established a portal for youth services, where we will provide information on current VET training offers, youth social care services, youth employment opportunities, info on youth work etc.
  • Research: CRCA has a long history of research into national policies and programmes for youth, formal and non-formal education and VET training. youth employment opportunities, use of technology, institutional organisation etc.
  • Capacity Building on several areas of Youth work and Youth empowerment: As a major youth centre, CRCA offers training programs for young people, opportunities for them to engage at local, national and international initiatives, effective models of youth empowerment and participation in decision-making, build dialogues among policy-makers and youth, teachers education, AI and other technology use for training and education etc.
  • Influencing policy and legislation: One of the core elements of the CRCA work is to identify gaps in policy and legislation, and address them by advocacy, joint work with public institutions to draft new policies and legislation, empower youth to be part of policymaking etc. CRCA has supported the preparation of every national youth policy in Albania, it drafted Youth Law in Albania and supports municipalities to have their own local youth policies and action plans.  
  • Supporting collaborative initiatives with youth participation at the core: CRCA Albania promotes and supports collaboration with public institutions, CSOs and youth themselves in transforming formal and non-formal education. We put emphases that youth participation shall be at the core of all such initiatives.

 

We believe that by applying this expertise in STEM education in formal and non-formal settings we setup new youth opportunities for development and increase of access to technology and innovation for everyone.

DRUPWB Online Hub Campaign: Partners Across Europe and the Western Balkans Unite to Spread the Word

DRUPWB Online Hub Campaign: Partners Across Europe and the Western Balkans Unite to Spread the Word

In autumn 2024, all partners of the DRUPWB project coordinated a joint dissemination campaign to promote the Digital Hub — a free, open-access platform developed within the project, offering news, educational resources, online courses, and partner insights for vocational education and training (VET) professionals and youth across Europe and the Western Balkans.

 

 

A Platform Open to All

 

The DRUPWB Digital Hub, available at digital-response.eu, was created as a central resource for tackling unemployment challenges in the Western Balkans through digital tools and STEM-focused vocational education. The platform is structured around four key sections: a News section with expert opinions, event announcements, and success stories; an Education section with curated learning materials; an Online Learning area featuring free, certificate-bearing courses accessible without registration; and a Partners section introducing the organizations behind the project.

 

One of the hub’s defining features is its openness — all online courses are completely free and require no login, making quality vocational training available to everyone regardless of location or background.

 

 

Partners Mobilize Across Six Countries

 

The campaign unfolded simultaneously across websites, LinkedIn, Facebook, and Instagram channels, with each partner adapting the messaging to their own audiences and languages. Collectively, the campaign reached tens of thousands of people across Ireland, Germany, Croatia, Lithuania, Montenegro, Bosnia and Herzegovina, and Albania.

 

Outside Media & Knowledge (OMK) launched the campaign earliest, with an article published as far back as May 2024 in the Outside Multicultural Magazine, framing the hub as a milestone in cross-cultural educational collaboration between the EU and Western Balkans. In November, OMK followed up with a dedicated blog post on the OMK Media website and a series of posts on LinkedIn, Facebook, and Instagram, reaching thousands of users. A personal LinkedIn post by Sanja Ivandić further promoted the hub’s content and values to professional networks. A standout Facebook post promoting the hub’s sections and resources reached over 11,700 people — the single highest-reach post of the entire campaign.

 

Pannonia Consulting from Croatia contributed two LinkedIn posts and a Facebook post, with one LinkedIn post on the hub’s online courses reaching over 140 impressions. Pannonia also published a full article on their website in Croatian — discussing the role of digital tools in addressing youth unemployment in the Western Balkans and detailing the platform’s features and Pannonia’s involvement in the DRUPWB project.

 

VILNIUS TECH — Vilnius Gediminas Technical University through its innovation centre LinkMenų Fabrikas — published three blog posts on their institutional website (two in English, two in Lithuanian) and two LinkedIn posts, covering the hub launch and its significance for VET communities in Lithuania and beyond. Their LinkedIn posts collectively reached nearly 100 users, while the website articles made the hub visible to broader academic and professional audiences in Lithuania.

 

Innooctava, also from Lithuania, joined the campaign with a personal LinkedIn post by Vilma Purienė, sharing the hub’s launch with her professional network and helping extend the campaign’s reach in the Lithuanian education and innovation ecosystem.

 

NVO GLAS from Montenegro contributed one of the most sustained and multi-phase efforts among all campaign partners. Beginning in August 2024 with an article about joining the DRUPWB project as an associated partner — published on their website and cross-posted on Instagram and Facebook, reaching over 2,000 people on Facebook alone — NVO GLAS then ran four additional bilingual posts (Montenegrin and English) in late November, promoting the hub’s launch, its online courses, latest updates, and the range of courses available. Across all their posts, NVO GLAS reached hundreds of additional users and saw strong engagement from non-follower audiences, indicating the campaign successfully reached new communities beyond their existing network.

 

Ministry of Outsourcing (MOO) from Bosnia and Herzegovina had already signalled their commitment to the project with a LinkedIn post in August 2024 announcing their partnership with DRUPWB. During the November campaign, MOO published two Instagram posts and two LinkedIn posts covering different aspects of the hub — first introducing the platform’s educational resources and partner insights, then highlighting the free online courses and certificate programmes. Their Instagram posts were viewed over 150 times combined, with strong save and share rates reflecting genuine audience interest.

 

Spin Association from Bosnia and Herzegovina ran the most extensive campaign among all partners, publishing four coordinated posts across Facebook, Instagram, and LinkedIn — twelve posts in total. Each post targeted young people, youth workers, educators, and other professionals from Bosnia and Herzegovina. The results were impressive: Spin’s four Facebook posts collectively reached nearly 13,000 impressions, with the fourth post on the full range of online courses alone generating over 4,100 impressions. Instagram posts similarly performed well, with individual posts reaching nearly 2,000 people. Spin’s campaign brought the DRUPWB hub to the attention of the core target audience in Bosnia and Herzegovina more broadly than any other single partner’s effort.

 

CRCA/ECPAT Albania published a bilingual article (Albanian and English) on their website, reporting on CRCA’s role in the DRUPWB project and how the hub supports VET providers and youth in using technology to improve education and employment opportunities in Albania and the wider Western Balkans region. The article was cross-posted to CRCA’s Facebook, Instagram, and X accounts, generating approximately 100 views and 300 impressions.

 

 

A Collective Effort, A Regional Impact

 

The DRUPWB Online Hub campaign demonstrated the strength of coordinated partnership action. With eight organizations contributing posts, articles, and social media content across six countries, the campaign brought the Digital Hub to the attention of VET professionals, educators, youth workers, young people, and policymakers from Lithuania to Albania, and from Croatia to Germany.

 

The diversity of channels — from institutional websites and academic news portals to personal LinkedIn profiles and bilingual social media posts in Montenegrin, Croatian, Albanian, and Lithuanian — reflects the project’s commitment to making VET education resources truly accessible across borders and languages.

 

 

Explore the DRUPWB Digital Hub

 

Whether you are an educator seeking fresh resources, a young person looking to build new skills for the digital economy, or a VET professional interested in European cooperation, the DRUPWB Digital Hub is open to you — free of charge and without registration.

 

Visit digital-response.eu to explore news, educational materials, and online courses today.