During this project three vocational adult education organisations from Finland, Lithuania and England built a network and exchanged experiences how digital tools and methods are used in work based learning (WBL) periods of adult students. In all partner organisations work based learning has an significant role in adult education and guidance, monitoring and documentation require lot of resources. All partners were interested in how digital tools and methods could be used to improve the quality of the studies and efficiency. The project coordinator the Federation of Education in Central Ostrobothnia / Central Ostrobothnia Vocational College (Kpedu) is vocational college that delivers education in seven educational sectors. Other participants are Myerscough College, a land based and sports college in the North West of England and Joniskis Agricultural College in North of Lithuania that delivers education to adults in bookkeeping and floristry. During this project partners learned how other colleges are using digital methods and tools in guidance, monitoring and documentation of WBL periods of adult students. They also discussed and identified good practices that could be transferred to their own organisations and had ideas how to develop their own work. Participants also improved their language and international skills. The long-term aim of the partner organisations is to develop a learner-centered, efficient and high-quality way to use digital tools and methods to guide, monitor and document adult students' WBL periods. This model would cover all study programmes and it would also contain pedagogical guidelines on how to arrange work based learning periods. In total 64 persons participated the transnational meetings and of these 16 persons received project grant. Participants receiving project grant were teachers, managers or project managers whose work is directly related to work-based learning. National meetings at the end of the project had 67 participants. In addition to these participants, project results were disseminated to partner organisations' staff by email. Project arranged three transnational meetings (TNM) in England, Lithuania and Finland. During the visits, the host organisation presented the group their education delivery models and how digital tools and methods are utilised in adults' WBL periods. Together partners discussed and identified good practices that they could utilise themselves and discussed development ideas. Videos from each TNM can be found in YouTube:- Myerscough College: https://www.youtube.com/watch?v=vRKcVfVMxDI&feature=youtu.be- Joniskis Agricultural College: https://www.youtube.com/watch?v=cHxt4vFQeFE&feature=youtu.be- Kpedu: https://www.youtube.com/watch?v=7d_MRb-ngcA&feature=youtu.beAs a result of the project partners recognised several good practices that they would like to adapt in their own work. In Myerscouch College, partners were especially interested in their extensive and versatile use of interactive learning videos, close and very well managed cooperation with employers and use of Apps to promote teaching and learning in the workplace and capturing assessment. During the TNM in Lithuania partners highlighted especially the use of high technology in work based learning places and the low drop off rates of students. In Kkpedu, partners recognised following good practices: use of simulators in several study sectors, robotic technology and use QR codes linked to video technology. The main objective of the project was to give participants a change to learn about different education systems in other countries and to get new ideas on how to utilise digital tools in their own work. We interviewed the participants during the transnational meetings and here are some of the answers we got:- I have learnt how to create teaching material enriching it with interactive opportunities.- In order to reach more productive teaching at working place, we need general national policy in Lithuania. Schools should be provided with up to date technologies and tools.- It was good to hear new ideas and “outside” opinions on how I could develop my own & my organisations work.- I’ve had new professional contacts that I can utilise when looking for international work based learning places and planning new projects.- This project has been a good change to practice my English skills & learn about international project work.- It has been nice to see how proud people are about their own work and how college and work place both respect each others’ work and cooperation.- The idea of using Badges and Gamification with learners and employers is a great one. Embedded digital skills training programme for staff and learners.More project results can be found in project's final report available at: https://ec.europa.eu/epale/fi/system/files/attachments/digiwbl_results_final_report.pdf

Horse racing has a strong international tradition and the mobility of the employees associated in the business is very large. The schools providing equine education have to answer to this mobility demand by providing high quality and safe international WBL (Work Based Learning) periods, school exchange and various international events for their students.In the project the open digital platform will make visible the commitment for international co-operation and development of actions between Kpedu Kaustinen (FIN), Wången (SWE) and Norsk Hestesenter (NO). The main outputs of this project are:- Making a common international strategy- Auditioning tool for TOP stables- Open digital platform for international possibilitiesThe quality tool for auditioning the TOP stables will encourage students for international WBL periods. By making a standard auditioning process the participants ensure that the students can choose a safe and high quality stable for their international WBL period. All students will have a equal possibility to utilize international stables for their personal education needs by choosing a TOP stable. The participating schools international co-operation and skills are improved and the students feel more confident utilizing international possibilities provided by the schools.As a result of this project the participants have:- Commitment for co-operation and development of international activities according to the common strategy - A network of high quality and safe TOP stables for students international WBL periods.- Visibility of shared international possibilitiesThe project result is that the quality, visibility and accessibility of all international actions are improved. The benefit of the project will be in the future since the schools, working life partners are committed to co-operation and developing the international equine possibilities provided.

The aim of the project was to embed and mainstream the innovation of work based delivery models, piloted as part of the Leonardo MOVE IT (2012-1-GB2-LEO05-08040) project, whilst continuing to advance and understand more about pedagogical approaches in the workplace. The project accounted for the economic and political need to provide increased VET workplace opportunities for young people, across all partner countries, by creating a blended learning methodology that incorporated highly effective learning content with efficient methods of delivery. Project objectives:• Develop a flexible blended learning pathway based on learner outcomes for a full qualification / WBL period using the approach and further development of the template produced in the MOVE IT project• Improve the enrolment and induction process to support learners in the early stages of their workplace learning• Select 3 of the learning technologies identified in the MOVE IT project and train trainers in their application to develop quality assured, interactive online learning packages as identified in the learning pathway• Conduct a study on the use of social networking in peer/collaborative learning to improve the pedagogical application and pilot this with learners• Test and adapt the WBL methodology and interactive learning packages and from this produce recommendations to inform other training providers, policy makers and stakeholdersThe project co-ordinator was Myerscough College, a land based and sports college in the Northwest of England delivering work based learning to apprentices throughout England. There were three consortium partners; IPC Groene Ruimte (NL), a training and consulting centre in the area of environmental management, nature conservation, landscape management, forestry, tree care, environmental technology and industrial safety in the Netherlands; The Vocational College of Central Orbothnia (Kpedu, FI), a nationally recognised training provider in Agriculture and Forestry education, providing education for both youth and adults and The Centre of Supercomputing in Galicia ( CESGA, ES), who promote a work environment in the area of high performance computing, communications, and advanced services in the Information and Knowledge Society. A fundamental core aim of the project centred around two distinct aspects which was a blended approach to the delivery of vocational qualifications using an array of different approaches from face-to-face to the use of technology and on-line platforms, to the intrinsic design of a Virtual Learning environment (VLE) - the latter being a key focus of the project. The project had some real gains in terms of not just focussing on the content of the VLE but more so how it was structured and linked to other systems and processes to make it truly a blended approach. Many of the materials developed enabled the learners to be self-directed and select areas of study relating to the seasonality of their working environment, to be self-paced and study a more interactive development of the content. Achievements of the project were:Use of H5P as the software of choice. Reason: Easy to use and intuitive and didn't require high level e-learning developing skills and as such tutors can be trained to use the software. H5P has over 40 plugins ranging from course preparation, interactive videos to Flashcards which can be effectively embedded into various VLE’s. Impact: during the evaluation phase there was strong evidence from learners in terms of knowledge transfer before and after using the interactive video.Design and structure of the VLE.Reason: Easy navigation and set out sequentially so that learners can use effectively and engage with the learning process. In most cases the structure followed the specification in terms of requiring learning outcomes to ensure every aspect was covered. Impact: sites were designed to have a clear introduction showcasing the purpose of each section. Interactive packages either contained a check on learning or led to a quiz at the end so there was real intent and purpose to the structure. Hardware – Use of Microphones that connect to mobile technology. Reason: The quality of video captured is exceptional and improves all the time with advances of technology, however the sound quality can sometimes be a concern, especially in noisy outdoor environments. Impact: A range of Rode microphones were tested. The impact on the partners was a more efficient delivery of Work Based Learning. Efficiencies arose from reduction in face to face training. Throughout the process the partners developed more dynamic and ready to integrate new technology methods and practices to inspire learners.At the end of the project an innovative blended Work Based Delivery model will be embedded in partner organisations (NL, FI, UK) using a student-centred pedagogical approach with assessment based on learning outcomes.

"Evidence from WHO reports suggested that nearly half of the world's population are affected by mental illness with an impact on their self-esteem, relationships and ability to function in everyday life. Adults and children with mental illness may experience social stigma, which can lead to anti-social behaviors and prevent them from living an enriching life.NETWBL stressed that a lack of workplace experience and the related skills and competences were one of the factors contributing to the ""skills gap"" in the EU today. While 5.6 million young people in the EU suffer the consequences of unemployment, 36% of employers' reported that they struggle to find new recruits with the skills they need. Something was clearly wrong. The need to identify, adapt and adopt practices which can tackle this skills gap was urgent. Reflecting on these context , the participating organisations made a needs analysis, and identified 3 mayor needs as common for all partners and to be attained during the project: 1. Together with mental health organisations, we wanted to develop creative and real life learning models integrating high quality vocational education and professional reflective work based learning as for example a learning ward with students. 2. We explored new approaches for the continuous professional development of relevant high-quality competences of teachers, staff, trainers and mentors facilitating the menthal health of our students and colleagues. 3. We took teaching to the next level and create new approaches to reflective teaching as a process of self-observation and self-evaluation, leading to better self-awareness and confidence. Answering these needs analysis and common challenges, the objectives of the project were as follows: 1- improving the competences of our students regarding reflective ability and qualified self determination - developing creative and real life learning models integrating work based learning 2 - motivating our teams to practice a recovery oriented practice and language - building a context in our organisations of inclusion of mental health, integrating the well-being of studnts and colleagues in daily life 3 - increasing teachers's motivation and enthousiasm for one's work and maintain contacts with working life - providing teachers in Europe with new tools and effective methods to coaching of their students. - inspiring (school & VET) leaders into a growing mind-set of reflective leadership We expected a clear positive and substantial impact on the participating organisations, their staff and, if applicable, their learners. All participating organisations learnt from the knowledge and good practices shared during the activities in the project and thiss improved the quality of their overall improvement,work and regular activities, also after the project end. All participating organisations enhanced their capacity as a learning organisation: a dynamic and professional environment ready to integrate good practices into daily activities and open to synergies with partners in Europe. Moreover there was a specific innovative impact on the organisations participating in the project: - we mainstreamed recovery oriented language in the practice of their organisations - we integrated new opportunities in VET, teaching and work based learning - we attained highly demanded skills and competences in labour market of mental health - we enhanced the leadership/initiative skills of their staff members while organising events - we enriched the managing skills of the participating teams while participating in the deliverance of the manual. - we built a context in their our organisations of inclusion of mental health, integrating the well-being of students and colleagues - we increased their teachers's motivation and enthousiasm for one's work and maintain contacts with working life The transnational dimension added value regarding the innovative quality of the project outcomes, in particular: - We deliverd guidelines 'New teaching and learning in Mental Health' and integrated them in a website - We integrated in this website cultural differences, assessments, and competing professional theories on ‘mental health’ The multilingual european manual “New teaching & learning in Mental Health”, as a tangible tool an sich, has not been realized because of Covid 19. Instead of this manual we brought all our knowledge and insights together in a website. Still, the website is a nice representation of everyone's contribution to the project and can serve as a manual for a broad audience. In this way dissemination is also assured."

"<< Objectives >>The project will bring green thinking into the workplace. With a cooperation of the Stiftung Bildung & Handwerk (DE), the Vocational Training and Rehabilitation Centre Austria (AT), the Keski-Pohjanmaan koulutusyhtymä (FI) and the Consejería de Educación de la Junta de Castilla y León (ES), partners have been found who want to enable teachers to integrate sustainability and ecology into their work and life in an uncomplicated way with simple, easily accessible and motivating LifeHacks.<< Implementation >>With simple steps and easy-to-use LifeHacks, we will design small digital learning units around sustainability and make them available to staff in the education sector. These simple and motivating steps will enable these multipliers to further develop and carry the green idea. We accompany this project with a ""working-out-loud"" blog to engage many people and promote an open working culture. This transparent and fault-tolerant way of working should contribute to the knowledge society in Europe.<< Results >>The project provides free and easily accessible LifeHacks on sustainability at work. These LifeHacks are produced as tips or videos to be easily disseminated via social media, web or newsletter and mail.There is a blog that accompanies the project in an open and transparent way and invites people to join in. Through events in the partner countries, interested people are invited to benefit from the results. We want sustainability to become a normal part of professional life."