An Anglo German project that adds value to vocational automotive training by embedding a European dimension in the the curriculum. Students from two colleges will work together to achieve the following outcomes;1. A bilingual diagnostic manual for fault finding for use by Level 2 students2. German/English Language training 3.English and German cultural activity4.Sharing of best practice in pedagogical methodologies in Automotive5.Value Added curriculum for students6.Confidence building for students.The project will bring together two vocational schools with similar ideologies to improve and enhance the training given to students and allow them to sample life and work in a different European country. It will improve their interpersonal skills as for many this will be the first time away from home without their parents.The ideology of the project is to prepare the students involved to become European citizens with the confidence and skills to work across the EU and support the economy.

"We have achieved the goals we set out to do; our project is about finished. We have identified parameters relevant for student retention at our quite diverse institutions, investigated these through interviews, questionnaires and observations (with each partner assigned to a specific role/task). The data obtained has been scrutinized, and we have concluded on what ended up being the must fruitful keywords - ""care"" and ""flexibility"", as well as teaching methods. Concerning our distribution of tasks beween partners: Coleg Cambria and Axxell has been visited and investigated. They both are big institutions with retention success. University of lower Silesia has been leading into designing observation grids etc, and elaborating data. Campus Vejle has lead the project, and have been primary producing the ebook, and the website. Publisher Systime was to write the ebook with partners assistance, but Campus Vejle overtook this task almost completely.Our conclusions on retention lead to trial runs and some changes in retention relevant areas, as described by the respective partners here:Campus Vejle: CV has made changes into the “care”-area: A new student coach Louise Seremet Sørensen has been employed. This coach has the same function as the pastoral coaches at Coleg Cambria. Thus CV has separated the care function from the teachers, as our research implied that the double-function was no good approach. Campus Vejle has also increased the frequence of care-taking interviews with students. On the flexibility side CV has widened the array of profiled classes to students individual needs, so that each new student has a wider range of choices. I.e we have now the profiles “minus 20 year class”, “gaming class” (we have just moved our E-sport students who gets access to E-game facilities into new and specialized classrooms), and we are anticipating an “ADHD-class” (we shall find a better name for this class). Statistics from april 2019 shows that retention has improved significantly at Campus Vejle during over the past year, and as we have not made any major changes besides the above mentioned, we are prone to think that these changes have had an effect.Axxell: The project had a big impact on Axxell and the way we work with students. The benefits of working in an international project is that you through networking with the project partners can establish good contacts with your peers. You get to share best practices and ask recommendations on how to implement what you see/learn.One of the biggest impacts of the project was the way the Welch partner worked with a method that was/is called Pastoral Coaches. Through the project Axxell was able to learn and see how Pastoral coaches work and the impact they have on students. During the project Axxell developed a new group of staff called Examenshandledare. The idea for Examenshandledare came from the Pastoral coaches and they work now in a similar manner at Axxell. By introducing Examenshandledare we have become better at making sure that the students are cared for and Axxell has become better at recognizing risk factors for students dropping out. Even though Axxell has become better at this, due to Learning for Life, we still think we have a lot to learn about and hope to be able to participate in a European project working on establishing tools that helps prevent students from dropping already from the first day students begin their education. The 2 participants from Axxell, Unni and Henriette, were working as teachers when the project begun but by the end of the project they had been selected to work in the newly established positions of Examensledare, together with 4 other persons selected for this position. Unni and Henriette has educated the other Examenhandledare to the way a pastoral coach works and have thus implemented it in Axxell.From Denmark we learned the importance of creating welcoming surroundings/areas for students where they can work while working on project or just hang out during their breaks. Due to the project we have made changes to public areas at Axxell, trying to make them inviting and making students feel more comfortable and at ease. We’ve come to realise that it is important that students feel comfortable at school and that they have areas where they can socialize together. Another impact the project has had on Axxell is that we learned how to become better at making the students voice heard. We have now involved students in the planning of curriculas and also we become better at educating students in providing constructive feed-back in a way that will support them and other students learning.University og Lower Silesia: Regarding the implementations of particular solutions in our institution, I would like to remind, that our role in the project was to provide with analytical and pedagogical perspective. Also, we are the tertiary education institution, thus we haven't planned to implement particular organizational solutions as an outcome of the project. However, we claim, that as a result of the project we gained the knowledge about different modes of organization of the vocational education and we promote ""care"" and ""flexibility"" as an asset way to organize vocational education in Poland. We do it through presentations on seminars and conferences, preparation of academic papers, public discussions about best ways for vocational education development. We plan to establish the Centre for Skills Development at the ULS, which will be providing support for vocational education institutions in Poland according to better adaptations to nowadays expectations of the labormarket and economy. The experiences (the ""Flexibility"" and the ""Care"" modes in particular) learned out of the Learning For Life project, will be the essential part of the recommendations we will disseminate. In this respect we will cooperate with Technical Schools and Basic Vocational Schools. Moreover, as I am the expert of the Ministry of National Education of Poland for the vocational education issues, it is possible to promote outcomes of the project on the level of national educational policy. For the beginning it can be use in works on the Integrated Skills Strategy, which is the strategic document elaborated by Polish government in cooperation with the OECD. Its aim is to strenthen the skills development and usage system in Poland, and the vocational education, allong with LifeLong Learning and LifeWide Learning Perspective are crutial parts."

The project's aim was to identify and fill the needs of the fields that use welded structures with regards to the expert welder’s skills and knowledge that are necessary to meet the requirements related to the execution of welded joints in compliance with the provisions of the relevant standards in force. The European market of welded structures is a growing market with a turnover amount exceeding 2 billion Euros a year, and has approximately 2 million employees. The products that are obtained by welding may be used in various fields of activity starting with personal use products until industrial use products, with the products used in the energy or petro-chemical field until the products used in the medical, military and aerospace field. The intense development of this part of the industry in various areas of Europe led to the need for the relocation of the personnel that specializes in this field. In order to be able to carry out welded joints in various European countries, the expert welder should comply with the requirements of various certification bodies approved by the client. The main objective of the eu-WELD project was to develop a digital toolbox course integrated with a qualification structured with respect to the European Qualifications Framework (EQF), based on the continuous requirements on the labour market. The eu-WELD project thus aimed to develop a platform/framework that would offer individuals of the target groups, the possibility to develop their knowledge, competences and skills specialized welding processes and technologies.The partnership included different stakeholders involved in education and training and brought together 1 company with main activity in welding industry (P2-RO), 1 welding institute (P4-SI), 3 universities (P1, P5, P6 - RO,HU,GB) and 1 private-sector consulting firm engaging in education and training (P3-MT). The high share of universities in the consortium was necessary and justified by the scientific complexity of the subject areas and the methodological ability of university teachers to impart knowledge in these areas efficiently.In order to identify training needs and competence of the European welder, a questionnaire was designed, „eu-WELD - training needs and competences questionnaire”, and distributed to each partner country. Based on he answers received from the questionnaires and also from the interviews, the report concerning the specific general competences for an European welder was drawn up. Taking into account the importance of each competence revealed from the analysis of the resulted report, the eu-WELD common competences profile was drafted. For each competence unit the specific competences and acquired knowledge were identified. Each competence unit was assigned with a number of ECVET points for recognition and transfer at European level. Starting from the training needs, within the project, the curricula and course support were developed and translated into each language of the participant countries. The course support contains two large parts: Part I (Technology): Basics of welding technology and Part II (Processes): Basics of fusion welding processes. Based on the course materials developed within the project (curricula and content) an official accreditation was obtained from the National Authority for Certification (ANC) for the proposed euWELD course (certificate number B 0011251). Based on the lesson plans developed, the course material was produced by the different partners and then was converted into e-learning format so that it can be freely offer on the euWELD learning management system (available at www.camnis.pub.ro/euweld ). In order to evaluate and monitor eu-weld learners' performance during the training, a methodology and a guide for validating their performance and competences was elaborated. In order to improve the competences of the eu-weld course participants, within the project, several welding cases studies were identified and integrated into the e-learning platform of the project. During the project 3 learning/training type activities were organised. The persons selected to take part to this type of activity were given the possibility to enrich their knowledge on fusion welding technologies and benefited of the learning resources made available by each organizing partner. Results and impact attained: The results of the project were presented to stakeholders by each partner within the 3 multiplier events but also in other local, national and European dissemination events. The results of the project are available in e-learning format on the project's official website and on the learning management system and can be used by each EU country in order to train welders, based on the common learning needs at European level. As e-learning concepts are a fast growing market segment, a rapid diffusion of the eu-WELD products developed in this project can be expected for the time after end of the project.

"Research showed that in EU there is a variety of ethnicities encompassing different cultures & religions. The 2011-2012 censuses in AT, CY, ES, IT, PT, RO, TR, UK reported existence of various religions: Muslims, Roman Catholics, Protestants, Hebrew, Hindu, Presbyterian, Anglican, Methodist, Reformed, Pentecostal, Orthodox, Sunni, Alevi or Sufi. Social tensions and anti-social deeds inevitably occur in such mixed societies, generated by multiple factors (i.e. different religions, cultural traditions, ethnicities or social clusters, etc.) and can be defused through non-formal & informal education, training for tolerance, acceptance, opening, understanding and reciprocal knowledge; this was exactly what the Us&Them project attempted to achieve. The project aimed to improve the multicultural skills of educators working with learners from linguistic, ethnical, religious, racial and cultural mixed communities, to make them able to efficiently manage multi-ethnic groups, for reducing social tensions, promoting tolerance and better peaceful coexistence through quality non-/informal learning on tolerance & understanding of “The Others”. The target groups were AE educators & adult learners from cultural conglomerates.The partnership consisted of 8 organisations from: AT, CY, ES, IT, PT, RO, TR, UK. GIE (RO) is a strong regional AE & VET provider; CY (CARDET) is the leading independent education research centre in Cyprus; ES (FUERM) is a foundation of professionals with expertise in education, training, research, innovation; LMETB (IE) is an institution with international recognition for innovation in education; STAFF CONSULT (IT) is a company that provides support to disadvantaged people; ANJAF (PT) is a non-profit association whose aim is to encourage solidarity between young people, families and community; CIMEM (TR) is a local authority in education; COLEG CAMBRIA (UK) is one of the UK’s largest colleges. Together they had the expertise necessary to succesfully implement the project.Main activities undertaken were: O1: desk & field research (by bibliographic survey, questionnaire, Focus Group) on specific features of European cultures to identify potential sources of social-cultural tension; elaborating Transnational Report. O2: desigining the Curriculum for Adult Educators training course “Managing multicultural and multi-ethnic groups of adult learners for tolerance and good coexistence”; translation in partner languages.C1: performing the joint staff training event in Rome (Italy) at STAFF Consult.O3: desigining Handbook I for Adult Educators “A new approach of multiculturalism and religion for peaceful and rightful coexistence” (draft version, evaluation by stakeholders, adjustment, final version); publishing it in 20 copies/partner.O4: designing the Plan for AE educators Course; translation in partner languages; implementing parts 1 & 2 of the course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence” (20 hours f2f training – pedagogical, English and cultural skills; 20 hours online training).C2: performing the blended mobility of adult learners in Lisbon (Portugal) at ANJAF (40 hours f2f training).O5: desigining Handbook II for learners living in multicultural societies ""One day in the shoes of The Other“ (draft version, evaluation by stakeholders, adjustment, final version); translation in partner languages; publishing it in 20 copies/partner.O6: desigining and translating in partner languages the Plan for Adult Learners Course; implementing the intensive course “One day in the shoes of The Other”; 12 hours of f2f training, 124 participants); elaborating the 8 National Reports.O7: developing the 8 Case studies; translation in partner languages.We also performed Management, QA, evaluation, dissemination, exploitation, sustainability activities which continued all over the project.Results & impact: increased awareness on AE staffs & stakeholders (authorities, decision makers, NGOs, social workers, immigrants) in partner countries regarding the need of promoting, supporting and strengthening peaceful coexistence within multicultural communities, 51 well trained AE educators through C1 and C2 events and over 40.500 stakeholders reached through interview, Focus Groups, f2f meetings, trainings based on Handbook II “One day in the shoes of ‘The Other’ ”, multiplier events and through various dissemination channels – social media, websites, articles in newspapers, scientific paper in international journals, etc.We estimate longer-term benefits will be more obvious in the coming years through the larger distribution of Us&Them outcomes. More meetings with stakeholders and especially with AE providers will be achieved in all countries to share results and to teach participants how to use them in their professional activities. The free access to project outcomes through the project website will represent another stimulus which will help disseminating Us&Them tools."

In the last years, education and VET systems have often been depicted negatively, with high level of early school leaving rates, poor attractiveness of vocational education and training, reduced appeal for educational professions, very low levels of digital skills even among young people, and mismatch, even in this sector, between the education and training provided and the requests of the labour market. In such a framework, MoLVET aimed at innovating the pedagogical approaches adopted in Vet centres by means of technologies and digital devices, tools and applications. In MoLVET, technology represented an opportunity to implement more learner-centred approaches, promoting inquiry-based learning, participative learning, learning-by-doing, problem solving and creativity. The aim was to put the learners at the centre of the learning process, following their own pace, giving them the opportunity to create, use and share resources whenever and wherever they needed, enhancing their engagement and motivation, even having fun.MoLVET involved 9 partners in 5 countries, combining different expertise and competences: - Scuola Centrale Formazione (national network of VET providers), with 2 of its 45 members in Italy: Civiform and Fondazione Opera Montegrappa-Galician Regional Government-DEXFPIE, with 1 school: CIFP A Farixa (Spain)-Innovative Educators Association (national) and 2 Technical and Vocational High Schools in Turkey: TÇMB and ZHT -Coleg Cambria (UK), public further education institute-Fondation Auteuil-Lycée Victorine Magne (France), private VET provider-Bicocca University (Italy)-FORMATECH (Italy), TECH company.351 leaners and 55 teachers/trainers directly involved in the development and implementation of new multidisciplinary learning units (more than 13000 training hours delivered). As a result of learning processes and activities, learners produced a variety of digital outputs (03), and in particular: - France: a set of 8 video, in English, on cooking and service;- Spain: 10 quizzes (each one composed, on average, of 10 questions) on Entrepreneurship using Kahoot to play alone or in a group;- Italy: a video subtitled in English on the Prosecco Land; an eBook on facial massage, a mind-map (both in Italian and English) on main printing processes, with videos subtitled in English accessible through QRCodes and Aurasma; an eBook as well as an instruction booklet, both subtitled in English, about how to install a domotic system;- UK and Turkey: homework made by students (on Construction Joinery & Brickwork in the UK and on ICT in Turkey), using videos, uploaded on YouTube and send to teachers through QRCodes;- Turkey: 2 videos in Turkish describing electric circuits; a video (in Turkish) presenting the school.Learners were young people aged 15-32, attending formal training and education programmes, some of them belonging to groups with high level of educational difficulties (like migrants, people with learning disabilities, dropout from mainstreaming education).1312 more learners and 337 teachers were involved in the events and showcases of information, and dissemination organized by their colleagues, to share the knowledge and experiences gained thanks to MoLVET.The outputs of the project included a model enabling users to design and plan the learning units, available in English (O2), with examples of the units tested by partners (the shortest being of 24 hours and the longest of 80 hours). O2 also contains a list of useful APPs utilized by partners during their activities with the learners (to create maps, quizzes, videos, researches, QRCodes; to manage the classroom, for evaluation; etc.). MoLVET partners developed plans for further activities to be implemented in the future.A Guidebook on mobile learning (O1) was also elaborated and made available in English, French, Italian, Spanish and Turkish. O1 includes:- A literature review of the research developed so far on the use of ICT in education, underlining which pedagogical strategies with ICTs and mobile devices particularly encourage more learner-centred approaches;- MoLVET partners’ experiences described and analysed in the light of the main results of the literature review;- A set of practical instructions guiding and supporting those involved in the task of “digitalize” education and VET. Questionnaires are also proposed, to investigate learners’ and staff’s inclination on ICTs as well as staff’s inclination to more interactive and constructivist learning approaches.All MoLVET outputs are freely accessible at http://molvet.formatech.biz. A promotional card and a link to the project Facebook page are also available.During MoLVET meetings, open and success days, demonstrations, show cases and conferences were organised, thus connecting about 2531 people in partners’ countries and more through radio and TV broadcastings. MoLVET final conference was included in the European Vocational Skills Week 2016.