Based on a successful methodology to support labour integration of low-skilled mature workers implemented in Spain, which has adressed 900 people in the last two years with a insertion rate of 41%, we aim take this experience at European level enriching and expanding it with the experience of Germany, Sweden and Lithuania. Taking as starting points the materials and methodology used in the Labora45 + program and its associated partners and the extensive experience of all EU partners we adapted these materials at European level. The materials to support labor integration are oriented to adults over 45 years and structured to be used by training and / or career guidance professionals. We also developed 4 functional APP's (1 for each participating country) to support quick access to specific information of interest validated by both jobseekers aged over 45 years and professionals dedicated to them. The materials will were developed to be used on internet and mobile platforms. Their content is aimed at developing 3 key competencies determined by the adult education policy in the EU: Digital Skills, Learning to learn, and sense of initiative and entrepreneurship. Making use of a work plan we developed the materials and the mobile application with inputs from all partners, proceeding to the adaptation of the content in digital format and testing with 32 professionals and 64 people aged 45+ who are participating in training programs and / or career guidance pathways.The products are available for free to be use by both entities to users over 45 years. The MATURE platform, the tutorials and the APPS were very well received by the educational and labor community. Since its publication and until September 2018, they received around 30,000 visits. The APPS had about 17,000 searches in online stores.

Mechanical engineering and metalworking sector is one of the leading industrial sectors in the Baltics. The studies of industry indicate that mechanical engineering and metalworking sector companies in the region are not satisfied with the level of training of CNC machine tools operators. The project Competitiveness through Engineering CNC EURO vocational certificate (CNCert) aims were to contribute to a reduction in the number of low-skilled adults and to develop short-cycle post-secondary qualifications. The project aims were to bring the CNC machine tools operators training competence to the European level in the whole Baltic region by creating new innovative CNC machine tools operators training curriculum for the Baltic countries based on DEKRA Akademie GmbH CNC unique training concept and to work out 5 new study materials for CNC machine tools operators training. Furthermore the project aims were to increase the readiness of the Baltic project partners for applying for the right to issue to the trained CNC machine tools operators certificate that would be recognized in European level by working out related study environment development plans for Baltic partners’ and analyze study environment certification procedures according to the CNC machine tools operators certification requirements.The project was carried out by 5 partners who have extensive experience with CNC machine tools operator training's. The project partners were:TTK University of Applied Sciences Tallinn Industrial Education CentreVilnius College of Technologies and Design Professional Education Competence Centre “Riga Technical College” DEKRA Akademie GmbHThe project results have significant positive impact on the level of knowledge and skills of the workforce of mechanical engineering and metalworking sector in all Baltic countries and thus supports the development of the Baltic economy as a whole. The project has positive impact on the development of the national qualification system, by raising the training quality, encouraging training development as well as lowering barrier between Baltic countries and Europe. The project facilitates unification of occupational qualification certificates awarding for CNC machine tools operators in the whole Baltic region.

"CONTEXT:Given the very strong development in recent years of digital, the question arises of the proliferation of gender stereotypes, especially in online games, advertisements, websites, Twitter accounts, Facebook ... Yet the control in advertising, or promotional in the broad sense, is complex to implement, including a much less restrictive regulation than in television.OBJECTIVES:The main aim of the Erasmus + ""LIKE"" Gender Equality partnership is to alert, raise awareness, empower digital media professionals in the field of gender equality, and help them adopt better professional practices in the creation of gender equality. digital content that they broadcast.At last, everyone can better identify gender stereotypes to eliminate them in its production of digital content.The partnership therefore aims to offer information, training and awareness-raising tools on gender equality for digital professionals, from students to decision-makers.PARTNERSHIP:The partners of the program:Representing France:- Actiplay, data marketing agency for conquest and customer engagement, specializing in the creation of digital contests.- Ni + Ni-, expert agency for equality between women and men: initiator of the projectRepresenting Germany:Dekra, expert in training and vocational educationRepresenting Bulgaria:SCAS, association of networks of youth information centers and multimedia creation, quality manager and expert in European projectsRepresenting the United KingdomFastrak: consulting agency in communication and digital learningDESCRIPTIONS OF THE MAIN ACTIVITIES IMPLEMENTED:- Actiplay: leader and coordinator of the project and production of a Serious Game (IO4)- Ni + Ni-: project leader: creation of a transnational training module on gender inequalities (IO1)- Dekra: responsible for the communication plan and the development of the ECVET validation tool (IO3), formalization of the skills acquired in the IO1 training module.- SCAS, quality control of intellectual productions and production of a presentation / awareness video.- Fastrak: creation of a manual / user guide for the Serious Game and the training module, development of the dedicated website www.likegenderequality.org.RESULTS AND IMPACTS ACHIEVED:Intellectual productions are now available to everyone, free of charge, directly on likegenderequality.org.The training module (O1) will be integrated into a Digital Campus training program.All the tools were presented at the final symposium in Bordeaux (06.06.2018), in front of 80 people: students aiming for a digital career, digital professionals as well as local gender equality specialists.Beyond the presentation of the tools, this event was also a very interesting moment of exchange, especially with the students. Receptive and sensitive to the problematic, they noticed us several points: if they are indeed aware of the importance of respect for gender equality in the production of digital content, they nevertheless consider that the project sometimes goes too far. The idea of ""un-gender all content seems extreme: for example, why a girl should not be dressed in pink, in the name of fighting gender stereotypes?LONG TERM BENEFITS:In the long term, it is especially the current students / learners who will carry the message and good practices, especially those who will follow the training module integrated into the Digital Campus curriculum.We can also count on the senior decision-makers, who will have been sensitized (video) or who will have followed the training module to speak with their collaborators and partners involved in the creation of digital content.Finally, the exposed professionals will also be relays for the project: teachers, graphic designers, developers, specialists in gender equality: notably Sophie Buffeteau of the Regional Directorate for Women's Rights and Equality (DRDFE) and Marie- Laure Hubert-Nasser, Communication Director of the City of Bordeaux and influential feminist."

Qualified workforce is one of the key elements currently for the industry to ensure sustainable competition both in global and local scale. The emphasize and importance placed by the providers of vocational training and education, the policy makers and private sector enterprises on the vocational education and training and cooperations established in this regard are decisive to a greater extent for ensuring qualified workforce. SMART COMET Project, accomplished accordingly and supported by Turkish National Agency within the scope of European Union Erasmus + Program, aims to reinforce the cooperation between the vocational high schools and enterprises through the life-long learning perspective and therefore contributes to the sustainable development of qualified workforce. Providing the vocational training and education system with the capability to respond to the requirements of sector-specific employment market on a high-level and contributing to enterprises on an ever-increasing competition environment within the sector is among the main objectives of the project. In addition to this, enterprises provide support and assistance to vocational education and training through various activities and opportunity to reinforce and consolidate the theoretical knowledge with practical practices and applications is offered to the students. The main objective of the project is to reinforce and consolidate the reciprocative benefits, namely win-win practice between the schools and enterprises. The Project is realized by means of a partnership established between the providers of vocational training and education of Turkey, Germany and Spain and the national and international enterprises towards enhancing the international cooperations. The Project is realized under the partnership of Ministry of National Education Directorate General for Vocational and Technical Education (Turkey), MESS Training Foundation (Turkey), DEKRA Akademie (Germany), FLM Fundacion Laboral del Metal (Spain) and the strategic partnership with the Turkish Employers Association of Metal Industries. SMART COMET is consisting of two main components; first one is the competence management model and the competence development platform (IT Tool: http://www.cometittool.com) as the output of this component and the second one is to develop the school-enterprise cooperation and proposal of the school-enterprise cooperation model. Within the process of establishment of the project outputs of these two components, five study visits were performed covering three countries for the purpose of making observations and exchanging views and opinions. The report was further revised and finalized by the evaluations of the Ministry of National Education, observations of the project partners, current European Union regulations and practices, endeavors of technical specialists and substantial contributions of the human resources specialists. As a result of this, an innovative competence management model supporting the sustainable vocational development and addressing to the entire sector and the industries of 3 participant countries is established and a competence development platform (IT Tool: http://www.cometittool.com) is accomplished to support this model. The overall results reached through this project are:•A pilot basis for school and enterprise cooperation system for the metal sector companies using a competence management (COMET) approach is developed and piloted,•A model is created for metal enterprises to better manage their workforce through learning outcome-based competence management,•Enterprise and school capacity to analyze, understand, express, address and manage human resource challenges including, but not limited to the ability to better manage and anticipate skill needs over a strategic horizon is improved though the model,•Upgrading skills and qualification of all employees in metal sector in partnership with schools is facilitated,•Schools’ participation in the cooperation model to better adapt themselves to evolving labor market needs by working closer to metal enterprises is piloted.The involvement and evaluations of Turkish Ministry of National Education in project was advantageous for the success of dissemination and exploitation of project results. This created an impact for the VET teachers and school administrators in the way of generating close ties with the private sector. The second output of the project, competence management IT tool has started to be operating in order for the sector to evaluate the development of the employees.

The road freight transport industry represents one of the most important sectors in Europe, providing millions of Europeans with fresh produce, bulk goods, liquids and other essentials every day. Arguably the most important position within road freight transport is that of a professional driver, who often has responsibility for driving a truck, loading and unloading goods, liaising with customers, managing routes and schedules and maintaining safety standards. Estimates show that there’s over one million truck drivers working in Europe today, and while it’s fair to suggest that the public perception of a professional driver has been poor it continues to be a valued and important role that flies under the radar of many Europeans. However, times are changing and quickly. The widely publicised testing and development of autonomous vehicles has demonstrated the speed at which technology will change the landscape of the labour market. The widespread introduction of this technology is likely to occur through the commercial road freight sector in the first instance, as it offers the most significant potential towards cost reduction and enhanced safety as well as overall improvement in factors such as air quality and fuel efficiency. However, the consequence of introducing this technology will be the impact that it will have on the one million plus professional drivers within Europe. Forecasts suggest that by 2030 the majority of journeys made by a large goods vehicle will be fully automated, which leaves a question mark over the role of professional drivers in the truck of the near future, and at this stage it isn’t clear about what part they will play in transporting goods. The average age of a European professional truck driver also continues to rise year after year, which demonstrates an ongoing problem to attract new drivers into the industry. It also shows that the industry relies on the experience and skills of well-established and knowledgeable drivers. So we know that the role of drivers will change significantly over the coming years, therefore it's important that transport businesses and professional drivers can be as prepared as possible. The Steer to Career DRV project will focus on developing curricula and professional learning programmes to help companies prepare their professional drivers for a more diverse role within a company. These objectives will focus on areas that will become more important as we move into the age of vehicle autonomy and will include the principles of managing people, basic financial management, emergency responder, customer service and safety management. The project will also seek to develop two sets of guidance; one for managers / company owners and one for professional drivers. The guidance will focus on competences, attitude and social skills, with the aim of helping managers to deploy drivers to alternative positions within a company, and to help drivers recognise the competences they need in order to continue to be successful in their professional life. It is essential that this project is undertaken on a transnational scale because the potential problem is a universal one. Work will be done in conjunction with European and National Qualification Frameworks and will leverage systems such as ESCO (to identify potential career options) for research and development purposes. The experience and knowledge of the project partners will also be utilised where possible and as appropriate. In order to successfully achieve the objectives of the project, Steer to CareerDRV will; • Engage, through interviews and questionnaires, a wide range of stakeholders on the development of the professional, personal and social skills of truck drivers • Undertake industry research to determine the most important and relevant competences • Use the information and output from the series of DRV projects (ProfDRV and ICT-DRV) • Develop a set of professional learning objectives based on management and communication • Produce guidance for managers and professional drivers • Promote the project through media and publication channels • Disseminate the guidance and findings industry-wide