In implementing the STREETS project, the following objectives were to be achieved through the creation of the model and subsequently the realisation of training courses for NEETs (target group). - to increase entrepreneurial and empowerment skills in order to promote an entrepreneurial propensity in the young target group - to increase skills and competences in the field of digital design and technological innovation in order to be able to manage the phenomena related to the digitalisation of production processes linked to the Digital Revolution process in the world of work; - consolidate transversal skills (effective communication, stress management, motivation, leadership, team work); - involve all stakeholders in order to strengthen the network between the world of vocational training and the world of work; - to arrive at the description of units of learning outcomes that can be assessed (by using tools created ad hoc and administered as pre- and post-tests) and, therefore, can be used in the description and assessment of professional profiles.
In 2020, NEETs (Not in Education, Employment or Training) reached the worrying average rate of 23.3 per cent (ISTAT 2021). This phenomenon has both a social cost (the more a person experiences this condition, the higher the risk of accumulating disadvantages in accessing the world of work, developing deviant behaviour, physical and mental health problems, and impoverishing social relations) and an economic cost. According to the Eurofound report (2011), an economic loss related to the NEET phenomenon in Europe was estimated at 153 billion in 2011. To contrast this phenomenon, the EU has placed the reduction of youth unemployment and the strategy to effectively engage as many young people as possible in employment at the centre of its policy agenda. NEETs were mentioned in the policy discussions of the Europe 2020 flagship initiative 'Youth on the Move'. In light of this, the project piloted new interventions to create training opportunities for NEETs. STREETS aimed to enhance in young people, entrepreneurial, digital and technological skills, which are among the 8 key competences for lifelong learning outlined in the 2018 European Recommendations.