<< Objectives >>WIN Project will improve the participation and social inclusion of young migrant women by fostering their socio-labour promotion, avoiding precariousness. We will provide the participants with tools and autonomy for an effective and positive job search addressing digital transformation through micro-training pills to enhance the development of digital readiness, resilience and capacity.<< Implementation >>A1 - Women Engagement includes the selection of the women who will participate in the Project: unemployed migrant women between 18 and 29 years old. A2 – Creation of Moodle platform and contents of the micro-training pills. A3 - Capacity development towards employment will provide online training via smartphones. A4 – Dissemination Elaboration of the dissemination strategy considering the heterogeneity and cross-sectoral interests of stakeholders in the field of VET and the general public.<< Results >>•Creating a systemic approach to aid young migrant women to promote their social and labour insertion through a training fosused on acquiring digital skills competences to improve their employability. •Participants, 40 in total (20 per country) will improve their soft and hard skills, their digital skills, knowing how to use the internet properly, gaining a better knowledge of their environment as having the necessary tools for searching for a job.

CONTEXTAs a result of the situation derived from Covid19, the consortium fundamentally detected three needs that arose and that was the basis of the creation of this project, the absence of knowledge in educators in AI, gamification and data analysis to promote and engage educators in a safety, motivational and structured manner. The aim with the innovative methodology of the DFT figure is to provide educators with the values, attitudes, skills and knowledge to use the digital tools of today and tomorrow to participate in shaping and creating the future. The EU’s digital strategy will empower people with a new generation of technologies through education, and they are essential because of the ways and means by which information and communication technologies affect youth capacity and self-development.AIMThe overall aim of the project is to design and test the new DFT in VET educators, making better use of digital technology for teaching and learning, developing digital competencies and skills and improving education through better uses of AI, gamification and data analysis.OBJECTIVEImprove the pedagogical and digital skills of 80 educators by using the DFT innovative methodology developed especially for fostering innovative learning opportunities and provide learning materials for professional development for VET teachers and trainersDevelopment of a Digital Community in the use of technology for digital training in VET in Europe, under the guidance of 90 educators with increased pedagogical skills by using this model.Increasing awareness of young people and 150 youth workers from partner countries about the use of innovative methodologies.NEEDSVET educators interested in improving their digital skills in the 3 fields. They need to add to their toolbox of non-formal education methods using digital resources in EN and own languages (TR, RO, ES). The few existing resources are mainly in English, rarely accompanied by lesson plans to support their implementation. Youth (18-29) need new ways of learning. We will provide the new knowledge, skills and attitudes, which in turn can contribute to their employability and improve their social inclusion prospects.Youth organizations, institutes, VET centres, NGO´s, foundations and other non-profit organizations collaborating with youth, private companies. They need to harness the potential that digitalization represents to prepare youth for a society immersed in technology.CONSORTIUMA multi-disciplinary, complementary partnership consisting of 3 different partners: NGO from Romania, NPO from Turkey and SME from Spain, to consider all the educational aspects; also, the associated partners will contribute to reaching the target groups and supporting the dissemination and sustainability of the projects.METHODOLOGY/ACTIVITIESWe are using the EC OpenPM methodology and PMI PMBOK for managing the project. The project objectives will be achieved by completing 2 intellectual outputs:1)IO1 - IO1: Designing the Digital Facilitator Trainer (DFT) role: Secondary (desk) and primary (questionnaire and interview) involving educators, as youth advisory board. Using: ASSURE model - Analyse TG needs, State Objective of IO, Select methods, Utilize media and materials, Require TG’s participation, Evaluate the final version before transferring to TGs.ADDIE Model and Bloom taxonomy2)IO2 - IO2: Open Digital Community-Educational Materials for digital fields. Based on IO1, we will design a Model Course and educational materials on 3 strands: BEING ONLINE (Access and Inclusion, Learning and Creativity, Media and Information Literacy), WELLBEING ONLINE (Ethics and Empathy, Health and Wellbeing, e-Presence and Communications) and RIGHTS ONLINE (Active Participation, Rights and Responsibilities, Privacy and Security, Consumer Awareness). We will use Moodle platform to host online course; will design recognition badges and an evaluation and recognition system.4 TPM, 3 ME, 3 LTTA, 9 dissemination and exploitation and 4 PM activities will support the main activities.RESULTS AND OUTCOMES6 educators from the Youth Advisory Board with developed management and analytical skills90 educators and youth leaders with improved teaching skills using the online courseStrengthened relationships between institutions, organizations, youth workers, policymakers, partners and associated partnersImproved capabilities of partnersIMPACTThe online course will reach out to educators at the local, regional, national level and will equip them with the competencies for implementing and assessing the DFT role. The project will improve the recognition and will support the validation of competences acquired through non-formal learning.L-T BENEFITSAccess of educators to quality non-formal education and recognitionEducators empowered to acquire more digital competenciesEducators, trainers, teachers, youth workers equipped with a range of tools to address the needs of young people after Pandemic

"<< Background >>In a fast-changing socio-cultural and economic scenario, everyone is required to react promptly and proactively to uncertainty, rapidly adapt to new paradigms both in human relationships and labour contexts and interact effectively with more complex and diversified environments. The COVID-19 pandemic exacerbated existing labour market vulnerabilities and disengagement among young people, leaving further behind those youngsters that have been struggling to manage their transition from education to the labour market. After reaching the lowest point for a decade in 2019, the pandemic brought the number of youth Neither in Employment nor Education or Training in the EU up to 13.7% in 2020. Social distancing, restrictions, and isolation have profoundly affected the engagement, connection, and empowerment actions sought by the EU Youth Strategy, bringing young NEETs further out of the main channels through which human and social capital can be accumulated, like education and work. Innovative interventions to foster Young NEETs’ personal and social development are essential to build resilience and equip youth with the skills to positively challenge themselves in a world that constantly changes its rules, and therefore reach the ambitious target of a 9%-NEETs rate by 2030, set by the EC in the European Pillar of Social Rights Action Plan. Personal, social and learning to learn competencies can play a decisive role in preparing young NEETs to develop the right skills for a changing world of work. In this context, the “InKEY” project aims to offer young NEETs new motivating and stimulating programs to acquire the key competence stressed in the LifeComp Framework by developing engaging digital tools that embed game dynamics, mechanics, and components, and online communities of practice. To create such tools, the project consortium will:-analyze the existing learning opportunities and best training practices, addressed to young NEETs, in the field of the implementation of the European Framework for Personal, Social and Learning to Learn Key Competence in the countries involved;-create tailored e-learning programs for the different sub-groups of the NEET population to foster the nine competencies of the personal, social and learning to learn areas of the Framework, such as wellbeing, flexibility, self-regulation, empathy, communication, collaboration, growth mindset, critical thinking and managing learning; -develop an e-learning platform to deliver the programs: the platform, starting from the assessment of skills, competencies, and aspirations, will provide learners with more personalized learning content, engaging and motivating them through simulations, role-plays and other active learning techniques, based on learning by doing, within a flexible and gamified learning-oriented environment, supported by an online community that will favour peer-to-peer learning and review opportunities;-develop “offline” learning activities for youth workers and trainers to integrate the e-learning programs, together with a toolkit with training materials to foster each of the nine competencies of the Framework.<< Objectives >>The project pursues the following objectives:GENERAL OBJECTIVES[1]To enhance the employability of Young NEETs;[2]To increase the quality and effectiveness of the empowerment actions of the organizations and professionals working with young NEETs.SPECIFIC OBJECTIVES[1]To develop tailored learning programs to enhance young NEETs’ engagement and motivation in learning;[2]To increase the key competencies of young NEETs, to let them unleash their dynamic potential, self-regulate their emotions and behaviors, cope with complexity, be thriving individuals, responsible social agents, and reflective lifelong learners;[3]To equip youth leaders, youth workers and trainers with knowledge, skills and innovative tools to empower young NEETs.<< Implementation >>WP1-PROJECT MANAGEMENT AND IMPLEMENTATION: administrative and financial management, scope, task, resources, knowledge, quality and risk management, project communications and meeting management, stakeholder engagement management.WP2-SHARING AND PROMOTION: activities aimed at sharing information on the project and promoting the e-learning platform among the target groups, ensuring the sustainability of the major project’s results through the appropriate exploitation planning, and ensuring the evolution of the INKEY’s virtual community after the end of the project. WP2 includes the development of the Sharing&Promotion Plan, knowledge transfer cafes, digital marketing campaigns, pilot tests and final conferences.WP3/R1-""LifeComp for the Employability of young NEETs: State of Art and Best Practices"". Research will be conducted in all the partner countries in order to identify and analyze the existing status and best practices in the application of the LifeComp concepts into formal and non-formal curricula and courses addressed to young NEETs. Activities to produce the R1:A3.1 Methodology DevelopmentA3.2 State of Art ResearchA3.3 Best Practices AnalysisA3.4 Focus Groups with youth workers and trainers (two focus groups per partner, with no. 12 participants each)A3.5 Data AnalysisA3.6 Publication of findings, recommendations and conclusionsWP4/R2-INKEY Tailored Learning Programs. Learning programs, based on non-formal education principles and gamification dynamics, will be developed to provide young NEETs with opportunities to foster the nine competencies of the LifeComp Framework. The programs will embed the conceptual provision of the Framework, tailoring the learning pathways around the existing skillset of the learners, evaluated through a gamified skills assessment tool. Activities to produce R2:A4.1 Development of the Methodology for the Tailored Learning ProgramsA4.2 Development of the Skills Assessment ToolA4.3 Development of the Learning BlocksA4.4 Development of the Tailored Learning ProgramsWP5/R3-INKEY E-Learning Platform. The platform will digitalize the developed Learning Programs (R2) to provide young NEETs with a free and open space to develop their competencies, in addition to guidelines for trainers and educators to integrate the learning contents and digital tools within their practices. Activities to produce R3:A5.1 Platform design (Information Architecture, User Interface & User Experience, Wireframes and Visual Mockups)A5.2 Platform developmentA5.3 Piloting cycles with early adopters (min. 20 young NEETs per country)A5.4 Final refinements and launch of the Beta version.WP6/R4-Toolkit for youth workers and trainers. This Result will consist of a collection of training and learning materials for youth workers and trainers to adopt and integrate into their work the methodologies and tools developed during the project. Activities to produce R4:A6.1 Development of blended training itineraries for young NEETs (integrating offline workshops and the e-learning blocks)A6.2 Training of Trainers (one ToT per partner, involving min. 10 participants, such as youth workers, youth leaders, trainers, educators and youth project managers)A6.3 National Bootcamps (one Bootcamp per partner, involving min. 20 young NEETs)A6.4 Development of the Guidelines for the implementation of the InKey modelA6.5 Design and development of the MOOC ""Implementing the LifeComp Framework to strengthen NEETs' employability: the InKey model""<< Results >>WP1. Project Management and Implementation•Tangible: 5 Partnership Agreements; PM Toolkit; Knowledge Repository; project documentation (administrative and financial documents, reports, registers); TPMs documentation (certificates of participation, agenda, participants lists, evaluation questionnaires, and minutes).•Intangible: improved governance and management capacities for the participating organisations; increased capacity of the participating organisation to operate at a transnational level; reinforced cooperation between the consortium members; increased quality in the implementation and monitoring of EU projects.WP2. Sharing and Promotion•Tangible: Sharing and Promotion Plan; Visual Identity of the Project; project website; 5 project newsletters and joint press releases; min. 4 knowledge transfer events; min. 5 promotional videos of the project e-learning platform; project promoted in min. 6 relevant third-party conferences, seminars and workshops; Follow-up Agreement.•Intangible: Extended impact of the project on youth professionals and organisations not directly participating in the project activities; transferred project knowledge, solutions and know-how to other organisations and educators at local, regional, national and transnational level; educators and organisations' increased awareness on the opportunities offered by the Erasmus+ Programme; development of new partnerships to promote further development and sustainability of the project results.WP3/R1-""LifeComp for the Employability of young NEETs: State of Art and Best Practices""•Tangible: Research methodology; 5 National Reports on the state of the art research and the best practices in the field of the implementation of the LifeComp Framework for NEET employability in the countries involved.•Intangible: engagement of 220 youth professionals in the project; increased knowledge of the gaps and successful applications in implementing the LifeComp Framework for NEET employability in the countries involved.WP4/R2-INKEY Tailored Learning Programs•Tangible: Methodology for Tailored Learning Programs; Skills Assessment Tool; min. 90 Learning blocks (10 per each of the nine competencies of the LifeComp Framework); Tailored Learning Programs.•Intangible: for the partners' staff, 200 youth professionals directly participating in the activities to produce R2, and those targeted by WP2, increased knowledge and know-how in the field of NEET empowerment, and the acquisition of innovative approaches to meet the needs and expectations of the different sub-groups of the NEET population.WP5/R3-INKEY.EU E-Learning Platform•Tangible: platform's requirement analysis; E-Learning platform to deliver personalised Learning programs (R2), tailored around the result of the LifeComp Skills Assessment Tool; evaluation reports and satisfaction surveys by early adopters (youth workers and trainers, and young NEETs). •Intangible: engagement of 100 NEETs and improvement of their personal, social and learning to learn competence; increased quality and effectiveness of the training practices targeting young NEETs of the professionals and those targeted by WP2.WP6/R4-Toolkit for youth workers and trainers•Tangible: 5 Reports of the national workshops with youth professionals and Bootcamps with young NEETs to, respectively, validate and pilot the blended training itineraries; publication of a training scheme for blended training itineraries, combining outdoor learning experiences and the learning blocks on the e-learning platform; MOOC for youth workers and trainers with 10 e-learning modules to learn how to implement the LifeComp Framework to strengthen NEETs' employability through the INKEY model.•Intangible: increased knowledge and know-how about innovative e-learning pedagogies to support young NEETs in developing their lifelong learning competencies for the partners' staff and the 50 youth workers directly participating in R4 activities, and those targeted by WP2."

<< Objectives >>General objective: increase VET providers' capacity to prepare learners for the green transition.Specific objectives:- equip VET providers with GreenComp-based innovative practices and digital tools to foster learners’ sustainability competences;- increase VET teachers' knowledge and skills in sustainability education;- create a transnational cooperation platform for the continuous improvement and innovation of sustainability education;-increase VET learners' sustainability competences<< Implementation >>The consortium will implement a State of Art Research & Best Practices Analysis in fostering the 12 sustainability competences set out in GreenComp, in order to develop a Methodological Framework, a toolkit with management and educational resources to build an EU Sustainability Education Ecosystem (the Green Hive).The Ecosystem, a platform-based network composed of localised multi-stakeholder hubs (Green Combs) established within VET institutions, will be developed and piloted in 5 EU countries.<< Results >>The major project result will be the Green Hive digital platform, hosting and connecting 15 localised hubs and over 200 VET learners in 5 countries. The platform, dedicated to innovation of sustainability education, will include teaching and learning resources, capacity building for VET providers, activity co-creation, contest and event management tools. 500+ VET experts will be involved during the project and are expected to increase their capacity to prepare learners for the green transition.

<< Background >>Taking into consideration the proposal for a Council Recommendation on VET for sustainable competitiveness, social fairness, and resilience, as well as the updated European Skills Agenda, the Osnabrück Declaration focuses on four primary areas for the years 2021 to 2025: 1. Resilience and excellence through quality, inclusive and flexible VET 2. Establishing a new lifelong learning culture – relevance of C-VET and digitalization 3. Sustainability – a green link in VET 4. European Education and Training Area and international VETEurope is facing unprecedented changes and challenges thrown into sharp relief by the COVID-19 pandemic. New technologies, new business models, digitalization, artificial intelligence, demographic and climate changes, and the economic crisis caused by COVID-19 demand flexible responses from VET systems, with appropriate methodologies to foster resilience and responsiveness to changing societal and labor market needs. VET providers play a fundamental role in this scenario: as stressed by the Council Recommendation of 24 November 2020 on Vocational Education and Training (VET) for sustainable competitiveness, social fairness and resilience (2020/C 417/01), high quality and innovative vocational education, and training systems provide people with skills for work, personal development, and citizenship, which help them to adapt to and deliver on the twin digital and green transitions, to cope with emergency situations and economic shocks, while also supporting economic growth and social cohesion. In this context, PI-VET intends to provide VET teachers and trainers with an innovative methodology and tools to co-create with their learners and external stakeholders learning programs that inclusive, digital, green, and more responsive to societal and labor market needs. The project activities and results address the following needs:- support the reform of VET providers toward more inclusive practices, empowering them to innovate their pedagogical approaches and learning materials to meet the learning needs of diverse VET learner groups, as well as enhance skills for digital transformation for both VET teachers/trainers and learners, and support the integration of environmental-friendly means of teaching and training (needs stressed in the “Communication on Achieving the European Education Area by 2025”, EC, 2020); - provide VET trainers and teachers with access to online learning resources and content that are relevant, interactive, and easy to use (need identified by the 2020 Public consultation); - support the development of VET systems that are proactive and flexible in supporting broader innovations for social and environmental sustainability objectives, and support the involvement of all the stakeholders who have an interest in quality and innovation in VET in shaping VET Provision, in order to anticipate skill needs of fast-changing labor market scenarios (needs stressed in the latest report of the ET 2020 Working Group on VET on “Innovation and Digitalisation”);- support VET providers in the development and improvement of their digital skills. Educators and trainees in VET do not meet the demands in digital skills to adapt to the digital transformation we find ourselves in and, consequently, make the most of the new pedagogical approaches and technologies. The COVID-19 pandemic exposed how many VET teachers struggled to teach online, confirming the finding from the 2018 TALIS data that around one-quarter of upper secondary VET teachers did not feel prepared for the use of digital technologies in teaching.<< Objectives >>GENERAL OBJECTIVES- To design an innovative methodology and tools to let VET providers co-create with learners and external stakeholders learning programs that embed inclusive, digital and green practices and that are more respondent to societal and labor market needs. The activities of the 7 Work Packages (WP) are willing to achieve a unique co-creation model for VET; - to digitalize VET training for trainers, giving them not only tools, but methodologies, guidelines and platforms for being used in their daily work in a collaborative manner;- to foster the involvement of all the stakeholders who have an interest in the innovation and quality in VET at a national and international level (e.g. companies, institutions and policy-makers, organizations representing the business world, VET centers, students, families, NGOs, youth workers, trainers, business, etc.) to shape VET provision through a virtual cooperation platform and a Public Ranking Tool. SPECIFIC OBJECTIVES-To create the pedagogical materials for VET providers to design more innovative learning programs involving digital, green and inclusivity; those material will include methodology, tailor made guidelines and digital tools, co-created with 200 VET providers of the participating countries during a virtual Knowledge Fair;-to create at least 5 different Sustainable Learning Canvases to let VET providers collaboratively create innovative sustainable curricula using the power of co-creation and visual thinking;-to increase the awareness of 700 VET providers and 180 business representatives from partner countries about the use of innovative education and co-creation to promote quality developments in partner countries and Europe, within 30 months;-to support VET providers in gaining knowledge and skills to increase digital, green, and inclusive transformations in their own centers and practices;-to extend the cooperation of VET with relevant stakeholders such as local and regional companies, work organizations, public institutions, to give participants better opportunities towards employment and shape programs that are more respondent to societal and labor market needs; -to develop an international cooperation platform (Public Ranking Tool), with a system of votes to foster the attractiveness in VET and societal engagement.<< Implementation >>WP1 – Project Management and Implementation. It includes all the task aimed at an effective implementation of the project, its objectives, and the coordination of the activities of the WPs. WP2 – Quality Assurance and Evaluation. Tasks of control, monitoring, evaluation of the quality of all the activities developed. WP3 – Sharing and Promotion. Dissemination of the project and promotion among the target groups. WP4 – Methodology for Sustainable Learning Programs (R1) Creation of guidelines (principles, tools and practices) for VET providers to create autonomously innovative learning programs that are inclusive, digital, green and able to provide students with lifelong learning skills. (T4.2) Performing online surveys to collect data of the needs the methodology should address. (T4.3) Open knowledge fair, to virtually exchange good practices and knowledge among VET teachers and trainers. Four pavilions with 50 places for educators each (Categories: Inclusion, Digital transition, green transition, and ecosystem building). Using virtual networking rooms guided by 2 experts each. (T4.5.) Creation of the Methodology content and development plan thought meetings and individual work assignments. (T4.4) Data analysis of the Fair results elaborated by the partners researchers, with the aim of improving the Methodology. (T4.6) Publication of the Methodology in the project website, E+ Project Results Platform and on the public Google Drive folder. WP5 - Sustainable Learning Canvases (R2). Activities focused in creating Canvas models by the VET providers in a collaborative way with the trainees. They will use new learning programs based on the Methodology: toolkit of visual charts and guidelines. (T5.2) 5 Co-creation labs (inclusion, digital, green, ecosystem and integration). With 65 participants per lab (30 VET trainers, 30 business representatives and 5 facilitators per project partner). Creation of the work groups, and a virtual platform with Virtual Collaboration boards. (T5.3) Analyzation of the results of the labs between the partners experts. (T5.4) Developing a HOW-TO guide on how Canvases should be designed. (T5.5.) Publication of the guide and Canvases. WP6. PI-VET Platform (R3) Creation of an online platform for supporting VET providers in the creation of sustainable learning programs. Design (T6.2), development (T6.3) and development of the algorithm (T6.4.) of a platform that will allow to key search canvases models and online resources (according to the theme chosen), so VET teachers and trainers can develop their models. 20 VET trainers will ensure its functionality. (T6.5.) Incorporation of user manual and video tutorials for VET providers to navigate the platform. (T6.6) Validation and refinement of the platform by the partners during the duration of the project. We will invite the trainers participating in the requirement gathering workshops to test the platform. WP7 Public Ranking Tool (R4). Developing a Ranking tool that will allow learners, employers, trade unions, and other stakeholders to shape VET provision, by ranking the programs and providing feedback. Preparation (T7.2) and development (T7.4) of a European competition of co-created VET programs/courses. Approximately, 10 applications per participating country. (T7.3) Creation of the Public Ranking tool that will host the competition. (T7.5) Surveying participants to assess effectiveness; (T7. 6) data analyses of the competition results; and (T7.7) publication of a study on the results of the application of the PI-VET methodology in VET centers. Five multiplier events in each of the participating countries, broadcasted on the project website and social media channels, will support the sharing and promotion of the project and its results.<< Results >>WP1- PM&IMPLEMENTATION/WP2 - QA&EVALUATION• Improved governance and management capacities, as well as capacity to operate at a transnational level, for the participating organizations and their staff; • high standards for project processes, outputs, and outcomes and improvement of risk and quality management practices and processes.WP3-SHARING&PROMOTION • Project Visual Identity Kit & Website. • Outreach and engagement of min. 6500 Education and Training providers not directly participating in the project activities (as min. 100 people involved in knowledge transfer events; min. 300 people reached through newsletters, min. 500 reached via traditional media and min. 2000 on social media channels; min. 3000 visits to the project website; min. 450 through the E+ Results Platform; min. 150 through direct presentations), and therefore transferred project knowledge, solutions, and know-how to other organizations and educators at local, regional, national, and transnational level, development of new cooperation and partnerships with other VET at national and EU level, increased awareness of educators and organizations on the opportunities of the E+ Programme. WP4-Methodology for Sustainable Learning Programs•Methodology for VET providers to co-create with their learners and stakeholders innovative learning programs that are inclusive, digital, and green, and more respondent to learners' and labor market's needs;•increase in awareness, knowledge and know-how regarding inclusive, digital and green teaching and training practices for min. 200 VET providers participating in the Open Knowledge Fair and Online Survey;•increased innovation and attractiveness of VET providers’ programs; WP5-Sustainable Learning Canvases •Set of 5 Sustainable Learning Canvases (R2) •How-to Guide for VET providers to make effective use of the CanvasesFor VET providers participating in the co-creation lab (150 teachers/trainers) and for those who will adopt the platform:•enhanced inclusive education, gender sensitivity and equality within their courses and programs; •increased adaptability of their teaching and training practices to the green and digital transitions; •increased know-how to develop cross-sectoral cooperation with relevant stakeholders to favour the continuous improvement of their teaching and training practices, and ease the transition of their students to work; •increase in the innovation and attractiveness of VET education and training programs; •increased VET providers' competence and motivation in their profession. WP6- PI-VET Platform•PI-VET Platform;•1 algorithm to scrape relevant online resources for VET providers;•1 user manual and 5 video tutorials to use the platform;For VET providers participating in the platform's design and validation (100) and for those who will adopt it during and after the project:•strengthened capacity to co-design with their learners and local ecosystems high-quality programs tailored to current societal and labor market needs, also remotely. •capacity to integrate practical digital tools to innovate their learning programs with more inclusive, green and digital practices; •increased quality and effectiveness of distance learning practices;•Increase in their learners' engagement and motivation in learning.WP7-Public Ranking Tool •Public competition guidelines and rules system •Participation of min. 50 VET providers in a EU competition •Public Ranking Tool available during the project and beyond •Final research to assess the efficiency of the PI-VET model and improvementsFor VET providers participating in the EU competition (min. 50) and for those who will adopt the Tool:•Increased attractiveness of their learning frameworks;•Increased cross-sectoral cooperation and partnerships at EU level for VET providers and stakeholders that will engage with the platform;•Increased learners' motivation and interest in learning;•Boosted international exchange of good practices.