Training activities in companies (WEPs) are an essential part in VET and Dual VET European student’s learning process. These activities are increasingly being carried out abroad (within the EU). For this reason, it is convenient to compare the different aspects involved (training activity durability, types and contents of the agreements between companies and institutions, means and criteria to select companies, tutor and instructor coordination, etc.) to improve them. In Europe, there is great concern regarding young people’s unemployment (European average rate over 20%), for it is important to contrast experiences between different countries to improve VET’s functioning in order to improve students' qualification and their subsequent employability.The Project “Improvements in the Management of the Work Experience Placements” has the mission of improving the management of WEP in the countries of the three entities which have taken part in the Project, and in EU. This will contribute to increase VET’s quality and social-educative prestige as well as the number of students who will study VET and Dual VET.The three partners have distinguished profiles, but at the same time complementary, and a common interest: improving WEPs in Europe. - USIE, Inspectors' Union, Spain. The Education Inspectorate is a supervisor and assessor of the management of VET and Dual VET in the educational field, as well as an interlocutor between Administration, the educative community, and companies. - KAIROS Europe Ltd., company specialised in students that perform WEPs in the UK. It looks for companies, controls the teaching-learning process, and performs student’s tutoring. For this reason, this institution is aware of the problems that emerge in WEPs.- SCF, Scuola Centrale Formazione associazione, Italy. Non-profit organization that encompasses entities responsible for 94 VET/Dual centres. It works with youngsters that carry out their WEPs, some of them disabled, allowing us to have a differentiated experience in the matter.The partners have shared a common network of education and labour fields, taking into account VET and Dual VET institutions and companies of the three countries. The Project has lasted for 15 months, with a previous phase and 4 development phases. 3 National Work Teams (NWT) and 3 Transnational Teams plus the Coordinator, each one of them with their own responsibilities, have worked and carried out activities cooperatively according to the established plan.Throughout the Project, 30 activities have been carried out, applying the expected timeline and the Quality Plan, respecting a multidisciplinary perspective, cooperative working, and consensual agreements. The objectives and the Project’s mission are directly related with the expected activities and in accordance with the designed methodology: 1st- Diagnostic, based on evidence (registers, surveys…). 2nd- Analysis of the obtained data to detect proper and mistaken practices, with the objective of elaborating our final outcome:-The Good Practice Guide of WEP Management in Europe.-Political and Administrative Recommendations aimed at educational and entrepreneurial authorities to improve VET’s quality and young people’s inclusion in the labour market.For this, three transnational meetings together with one Training Activity have been carried out, in which all of the NWT have participated, as well as the selected participants by each country. The dissemination activities and the impact have had and will go on having as beneficiaries the members of the partners, as well as the educative and entrepreneurial communities, governmental authorities and other social agents. The impact can be measured by the number of participants through the partner's activities throughout the project, since companies and institutions have been visited in the three countries, interviews to the agents involved in WEP have been done, formative sessions have been carried out, highlighting the Final Conference that took place in Spain in October, which was attended by more than 250 participants. Furthermore, meetings with technicians or relevant people of each country have been held. A specific blog has been created: https://imweperasmusk202.wordpress.com/ a logo, and webs and social networks have been used by the partners (Twitter and Facebook, above all).The Project’s dissemination and sustainability have been carried out and will continue by attending activities (meetings/seminars with institutions and companies, interviews to political and employment officials, etc.), highlighting the Final Meeting, which took place in Spain, the Project’s specific Blog and each partners' webs and social networks.The Project's success will be related to the impact obtained applying the Guide of Good Practices by the institutions and companies, and the Political and Administrative Recommendations through changes in legislation and procedures in labour and education fields.

<< Objectives >>With INEU, students are to be supported to participate in European mobility, which according to the definition of the European Commission has an increased need for support due to• educational difficulties• cultural differences• economic obstacles• social obstaclesSo the INEU project should specially support VET students with fewer opportunities. The focus is on English language, social skills and an easy technical subject serve as vehicle for the communication.<< Implementation >>The project objectives will be achieved through transnational meetings of the coooperation participants. In these meetings experiences are exchanged and methods, (virtual) tools as well as technical and socio-pedagogical contents are defined.The developed methods and contents will be tested directly with trainees of the target group in learning activities. This should include both real stays abroad and virtual mobilities.<< Results >>As a result, a guideline for a long-term blended mobility will be developed to offer young people with fewer opportunities an European project that builds on their skills and allows them to participate in the positive effects of stays abroad. The guideline should contain a schedule, learning content, tools and methods and reflect the knowledge, experience and commitment that the cooperation partners bring with them. It should allow the cooperation partners to carry out INEU whenever necessary.

The COVID 19 pandemic has added further urgency to the need to develop innovative digital practices in the area of education. This is particularly true for Vocational Education and Training (VET) and even more so regarding initial VET on European Qualification Framework (EQF) level 3 and 4. Due to a certain focus on manual skills, VET has been less “digital” than other areas of education. As anti-COVID 19 measures and restrictions increased across the globe, VET providers had to come up with quick solutions to maintain teaching and training provision. In many cases, this involved the deployment of digital practices and tools they were not very familiar with - without paying much attention to underlying theoretical approaches. Nonetheless, the pandemic has not only been perceived as a major challenge but also as opportunity. To some teachers, trainers and VET providers, the COVID19 crisis has acted as a catalyst accelerating the introduction of new digital practices which would have required much more time under normal circumstances. It has unlocked the creative and innovative potential of European VET teachers and trainers. So far, the COVID 19 experience and its impact on digital VET teaching practices has not been analysed in detail. The present project intends to support the uptake of innovative approaches and digital technologies in VET in a twofold manner. Firstly, it will develop a grid to analyse digital VET practice developed since the outbreak of the pandemic and create a repository of concrete good practice examples from the area of automotive VET. Secondly, the project will build on the insights from this analysis to provide general recommendations on the principles of quality digital VET and develop and test a transnational training course for teachers and trainers. To do so, the project will expand on national and European projects and initiatives, such as SELFIE and DigCompEdu and build on the shared and complementary expertise of a consortium reflecting the variety of VET across Europe. Even though the main focus will be on pedagogical support to teachers and trainers facing the “Herculean task” of abruptly adopting digital and distance learning, the project will also highlight external factors facilitating the emergence of innovative digital approaches. The project will support VET professionals in capitalising on their COVID-19 experience in developing further innovative practice. It will foster the innovative use of digital technologies and support VET providers in dealing with the “new normal” by developing suitable solutions to hybrid training. In doing so, the project intends to contribute to making responsive digital VET a crucial means for overcoming the economic and social aftermath of the COVID-19 crisis.

"Virtual Mobility in the VET System (VIMOinVET) is a strategic partnership project supporting the exchange of good practices.The project partners are: -Scuola Centrale Formazione - IT (coordinating partner and promoter of the initiative)-HETEL – ES (expert partner for good practices in the implementation of virtual mobility integrated with geographical mobility)-Roskilde College – DK (expert partner in virtual mobility, distance learning, and innovative learning spaces)-ANFA – FR (partners with great experience in transnational mobility and mutual recognition through mobility)-Masinska Skola – SR (Serbian school that launched its Internationalisation Strategy through learning mobility in 2019).The partners come from 5 countries, they have complementary, long-standing expertise on the issues of mobility and internationalization at home. The good practice intercepted here is virtual mobility in its different facets and implementation models (didactic tools and methodologies), integrated with formal learning pathways and support/preparatory to geographical mobility. The project therefore aims to qualify VET practitioners on blended mobility and internationalisation methodologies. The strategic objectives of the project are:- To implement the internationalisation strategy of VET alongside geographical mobility through internationalisation activities at home integrated with the formal learning pathways of young people coming from European VET systems; - Enabling VET educational figures (teaching and mentoring) to acquire competences of facilitating/conducting virtual learning activities (facilitating virtual exchanges, conducting transnational distance learning activities); - Integrate the dimension of virtuality in learning within the VET system with a view to inclusiveness, thus responding both to the need to intercept young people with fewer opportunities and to use educational technologies through a motivating and creative approach.The project contributes to the implementation of ""inclusive"" education through the use of technologies, intercepting even fragile pupils with fewer opportunities. This assumption is particularly relevant in this emergency time in which all regional and European VET systems need to find their place in the context of the general educational offer and therefore have the need to:- Keep pupils and families connected through e-learning with accessible tools; - Train with motivating methodologies, able to enhance young people's attitudes and strengthen the citizenship skills required by the labour market; - Integrate the most vulnerable students through the use of ""inclusive"" methodologies; - Keeping alive the vocation of VET, based on ""learning by doing"", promoting ""problem"" based and ""learner-centred"" activities that trigger creativity, collaboration and spirit of initiative. The project sees the realisation of 6 transnational meetings in the partner countries: M1 Italy December 2020M2 Spain March 2021M3 Denmark June 2021M4 France October 2021M5 Serbia April 2022M6 Italy November 2022Participants of the meetings will be distributed as following: - 11 people in M1 (IT) - 18 people in M2 (ES)- 10 people in M3 (DK) - 14 people in M4 (FR)- 14 people in M5 (SR)- 18 people in M6 (IT)All partners undertake to ensure the implementation of at least 1 virtual mobility flow to support/integrate geographical mobility to be carried out within their ordinary mobility projects (VET mobility charter ownership and own funds). Exceptionally only for the Serbian partner the project provides financial coverage for the realization of mobility of 8 students accompanied by 2 teachers and aimed at this experimentation. The M3 meeting (Denmark) is not only aimed at the exchange of good practices but also sees joint training on a specific focus ""Educational Welfare and Internationalisation"" Joint training has as objectives:-the presentation of innovative elements on the theme of learning spaces (organization of spaces, architectural choices)-focus on the relationship between learning spaces and processes (learning styles, digital tools, digital didactics)-focus on synchronous and asynchronous internationalization at home activities.The last M6 meeting will be in Italy in November 2022. On this occasion SCF and the project partners will take focus on the state of the art of management and administrative tasks. Moreover, on the occasion of the final meeting SCF will organize the DO YOUR MOB event with its own funds in order to enhance the initiative and the results obtained. The DYM will see the presentation of the Guidelines and Recommendations for the implementation of virtual mobility within the VET systems."

"The objective of this project is to develop the automatic recognition of non-formal learning outcomes (basic, technical and transversal skills) in the training of very low-skilled adults from socioprofessional integration training (SPI training) in relation to existing systems in the different contexts of the partner countries of the projectHe will Implement the phases identified in the recommendations on the validation of non-formal learning outcomes and the European Credit System for Vocational Education and Training (ECVET) in training institutions with low-skilled and distant from employment audiencesValidation is ""a process of confirmation by an authorised body that a person has acquired learning outcomes corresponding to a given standard"" (EU Council, p. 5).The automatic or non-automatic recognition of the learning outcomes of the low skilled adults is still too weak and does not allow learners' progress to be clearly identified in terms of their autonomy, responsibility and complexity of task achievement (see Progress within the European Qualification Framework - EQF - according to the 8 levels of control of the resources to be mobilised and more particularly levels 1 to 3 or even 4) as well as in terms of basic, technical and transversal skills.There are still too few qualifications or certification profiles developed for type 1, 2 qualifications (levels of the European Qualifications Framework -EQF), most often targeted by training organisations in Social and Professional Integration in relation to the basic level of learners entering their training. This lack has the effect of blocking people in their progress in their training path.The overall objective of this project will be to strengthen existing mechanisms in order to increase the number of training opportunities positioned in national qualifications frameworks (in conjunction with the EQF) at levels 1, 2 through the development of a system recognised by the competent authorities allowing learners to receive direct recognition or positioning of their learning within the non-formal training organisations in which they have pursued their training.The operational objective is to allow automatic recognition/positioning (at levels 1, 2 and 3 of partner countries' qualifications frameworks):- basic reading, writing, mathematical and numerical skills are acquired through orientation and/or refresher courses- professional skills: technical and non-technical skills and transversal skills directly related to professional situations (teamwork, communication, problem solving, etc.) acquired in the context of so-called professionalizing and/or qualifying training.Specific objectives : - Provide an overview of approaches and methodologies implemented at national levels for the recognition and validation of non-formal and/or informal learning for low-skilled audiences at levels 1 and 2 of the EQF- Describe and analyse examples of good practice in developing the positioning, recognition, of non-formal and informal learning at levels 1 and 2 of the EQF- Identify common transnational issues and make recommendations to policy makers.To achieve these objectives, case studies will have to be carried out (Intellectual Outputs) to:IO 1: Identify/Define the processes and procedures by which non-formal and informal learning could be recognised at levels 1 and 2 of the EQF: Workshops of innovative measures for the assessment of learning outcomes in formal, non-formal and informal vocational training systems;IO 2: Identify common characteristics between the case studies in order to deduce a model for positioning non-formal/informal learning outcomes on the basis of identified good practices: development of a model for positioning formative and summative evaluations of partner countries at levels 1 and 2 of the qualifications framework;IO3: Elaborate a User guide for the positioning modelIO 4: Develop a policy recommendations guide to enable the implementation of recognition / positioning of non-formal/informal learning at levels 1 and 2 of the EQF"