"The European Council in its informal meeting in January 2012 agreed that Member States should increase ""substantially the number of apprenticeships and traineeships to ensure that they represent real opportunities for young people, in cooperation with social partners and where possible integrated into education programmes"". In addition, according to the newly adopted ""European Framework for Quality and Effective Apprenticeships"" (October 2017), European Commission identifies 14 key criteria that Member States and stakeholders should use to develop quality and effective apprenticeships. Among the specific criteria, is made a concrete reference on the necessity to exist a specific procedure for teachers, trainers and in company mentors to ""update their skills and competences in order to train apprentices according to the latest teaching and training methods and labour market needs"". In-company WBL mentors are in the core of quality WBL. However, in-company WBL mentors, in most European countries, lack standardized support and guidance which will set the expectations and boundaries clarifying and ensuring their successful contribution in the learning process. Thereby it poses administrative barriers to achieving the EU's targets for the promotion of a coordinated, unified network system on vocational education and the targets of the LLL-program to bolster cross-border mobility of workers. Based on the above and also the identification of the WBL needs and gaps by NetWBL, there is a significant need for the development of standards and qualifications identifying certain knowledge, skills and competences providing adequate assessment that will lead to valid certification ensuring quality in-company WBL mentorship by enterprises providing apprenticeships and internships. This proposal aims to: -develop ECVET compliant qualifications for trans-sectoral vocational skills, knowledge and competences necessary for qualifying high quality in- company WBL mentorship -boost the skills of in- company WBL mentors, while recognising prior learning which is now underdeveloped and non-qualified, through on-line training based on innovative learner-centred approaches incorporating the use of ICT -develop VET business partnerships for ensuring labour market relevance through high quality WBL provision from companies and accessibility to continuing VET learning -enhance, through a European certification scheme for workplace mentors based on a European skill card for mentors, transparency, recognition and validation of skills and qualifications via innovative e-assessment methods through the development of an online platform dedicated to competences examination -enhance prior learning facilitating the transition from education to work. Under the aforementioned rationale, #Mentor4WBL@EU project's partners were chosen based on their previous or current EU projects' involvement, their skill sets and their ability to deliver the project outputs. The consortium is composed by partners experienced in EU-projects such as, employers organizations (IME GSEVEE), public authorities (OAED), Certification bodies (EFCoCert), SMEs (ViaSyst and C4FF), Universities (BAU) and VET providers (IEK Aigaleo). The methodology followed by the project aims in the fulfillment of a twofold target. The first, to assure the validity and acceptability of project's results among the partners. The specific procedure will be guaranteed through the creation of a Steering Committee composed of project's partners, that will meet on a regular basis (e.g. managerial meetings, virtual workspace). The second to involve as many related stakeholders as possible, in order project's outputs to gain in validity and expertise. Thus, three multiplier events (i.e. United Kingdom, Turkey and Greece) and a final conference (Greece) will take place, in order a broader debating procedure to be implemented. In the framework of the project a number of IOs will be produced: -Course and Syllabus design for WBL mentors -Mentor Certification Scheme -E-course content development and platform -IT platform for online competence certification -Testing of the training and of the certification scheme -Exploitation report Finally and based on the previous mentioned activities, project's main impact can be summarized as follows: -development of skills and competences of in company WBL mentors -Improving the quality of apprenticeship and traineship -Transform of SMEs into quality WBL venues -Boosting of the ""culture"" of cooperation, LLL and certification for in-company trainers based on a common methodology -usage and dissemination of e-learning platform (and course) by the involved partners within national level -certification of mentor competences available in all Europe; - increase number of mobilities of certified mentors in Europe; - exploitation of the mentor certification scheme manual and of the e-assessment platform by other stakeholders (e.g. PCBs, national relevant authorities);"

MentorCert project is an organic follow-up of two previous initiatives: TRUST ME was a curriculum development project of Budapest Business School with the major outcomes of skill card and competency framework and blended learning materials for future SME business mentors; CERTI4TRAIN produced an ISO 17024 compliant certification scheme for trainers of dual mode trainings. The first main objective of the new project was to extend the general results of TRUST ME towards specialisation of mentors to support SMEs in different stages of their development and to operate in different industrial sectors.The second main objective, through the marriage of the experiences of the two foregoing projects was to elaborate a certification scheme defining standards for different levels of mentoring and starting the process leading to internationally certified, standardised mentoring of SMEs. The partnership was composed of four universities from two old EU member countries and from two less old ones, of a private company operating mentor networks in several countries and finally of a Foundation experienced in certification of crafts and professions. The activities were the compilation of state of art analyses in the selected vertical and horizontal sectors (4+4) together with the mentor level assessment based on the theory and practice; the development of training materials with methodology collection (8 per country) and case studies (4+4 per sector) on the prioritised profiles of SMEs needing mentoring and on the ongoing mentoring practices; piloting the trainings; elaboration of the mentor certification scheme with criteria of business mentor assessment; the dissemination of the results; the conceptualisation of the follow-up activities and a strict quality monitoring.The main results are the new curricula embedded into the curriculum systems of the university partners, the strengthened university – business contacts through the intensive pilot trainings and through the dissemination activities. In addition, an important result is the certification scheme and the start of the certification procedure in cooperation with the European Mentoring and Coaching Council (EMCC). This ISO 17024 compliant certification will be carried out individually partner by partner.The longer term benefit will be the development of national SME mentor networks and their cross national integration.

"A lot of children lack the education, support, and opportunity they need to thrive. The obstacles these children face — poverty, hunger, discrimination, trauma, and school systems that do not provide them with the education they need — are overwhelming. And when all these children aren’t learning, it affects us all, perpetuating poverty, dividing societies, and weakening economies. The European Commission promotes the role of education in fighting inequalities and promoting social inclusion. Sustainable Development Goal 4 is aiming at Ensuring inclusive and quality education for all. High quality education for all is also a key EU priority. As mentioned in the Education & Training Monitor of 2017, the organisation of a school system can significantly affect the social and economic outcomes of an education system. Headmasters therefore play a central role in the quality and equity of school education as they are responsible for supporting teachers’ professional development and competencies. Lack of high quality education is also often linked to inadequate (initial) training among staff and limited opportunities for professional development for teachers and principals. Schools and regions with a low socio economic index are often in need of teachers. Headmasters are almost desperate to find teachers and students sometimes remain for long periods without lessons. Even if they find teachers, almost one in two new recruits quits in their first five years because of how challenging their work is. Retaining talent is difficult. Headmasters have to face this reality and are often unprepared for it. They need new skills to recruit teachers, to support them during their first years of employment and to establish school management systems that provide new recruits with space for professional development. The project CERTI4Headmasters focused on exchanging experience among Headmasters on best practices to recruit, select and support their new teachers; and how to adapt the way they manage their school to give those new teachers enough room for professional development. Through this Erasmus+ project, we offered headmasters the opportunity to exchange experience between peers and to develop new skills. Three members of the consortium are members of “Teach for All”, a network.of more than 50 organisations, 19 of which are in Europe. These organisations recruit and train graduates and profesionals over a two-year commitment to teach in their nations' high-need classrooms and to exert leadership. We identified for each country an ambassador school, willing to play a leading role in the exchange of experience (organising school visits, leading workshops). Along with the ambassador schools, the three Teach for All partners invited 5 Belgian, 4 German and 2 Slovak school headmasters to join the Expert Committee. The Steering Committee of our Erasmus+ project met at a kick-off meeting in Berlin in October 2018 to organise the structure of the project, to plan three transnational meetings and the collection of information through Online surveys (on support and tutoring of new teachers, on recruiting and selecting new teachers and on training for headmasters). The Steering Committee, the ambassador and the partners schools met at a first mobility meeting in March 2019 to present the first survey results and to develop tools for new teacher support and tutoring. Then, in May 2019 in Berlin, we met again to share results of the second survey and worked on tools for teacher recruitment, staff selection and induction of new teachers. In November 2019, the group met in Brussels to present third survey results to compare headmasters training across Europe and to create an ideal training program accordingly. We also evaluated the products created at the first two meetings in order to make them available on the dissemination platform (https://headmastersupport.eu/) where all deliverables are accessible. With that platform, with all the tools for headmasters and mentors, we expect to have an impact on recruitment, selection, induction and support of beginner teachers and then later, on their disadvantaged students in the schools where they are teaching.Finally, with the help of the fourth Steering Committee partner, EFCoCert, we collected headmasters competencies through the three surveys and thoughout the meetings, we conducted research and created an overview of ""Headmaster’s main duties and related competences, knowledge and skills""."

<< Background >>Through the project DATAVISUAL we aim to contribute to addressing some emerging needs, namely:1.NEW DIGITAL VET TRAINING FOR THE “NEW NORMAL”. As we enter the COVID-19 recovery phase (the so-called “new normal”), it will be critical to rethinki how the Vocational and Educational Training should evolve after the cultural and societal changes brought by Covid-19. More specifically, in the VET sector: a) we need to support teachers and trainers in providing digital solutions (e-learning); b) we need to produce online vocational SPECIFIC material; c) we need to overcome the extra-obstacles to internet access by some groups (e.g. immigrants and low-income families); d) we need to assess and certify new competencies digitally (Open Badges) 2.VET INNOVATION THROUGH E-LEARNING SOLUTIONSVET programmes suffered a double disadvantage because of the pandemic. The combination between social distancing requirements and the closure of enterprises have made practical and work-based learning - so crucial for the success of vocational education - difficult to be implemented. In this context, to develop digital solutions (e-learning) that are able to close the gap between VET and the workplace is necessary more than before. Nevertheless, thedigitalisation of VET training courses should not be considered just a solution to overcome the pandemic, but as an opportunity to introduce innovative learning methods in the VET training. 3.FUTURE SKILLS TO HELP EU ECONOMIC AND SOCIETAL RECOVERY One of the effects of digitalisation, through the development of freelance platforms and automated graphic design (e.g. CANVA), has been the increase of the unemployment rate in graphic designers. People who for decades spent their daily time creating visual concepts for companies or communicating ideas that inspire, inform, and captivate consumers, suddenly found themselves out of a job. In this context, Bid Data Visualisation Skills can represent a great opportunity to upskill professionals at work and unemployed graphic designers offering, at the same time, an innovative training opportunity to young people.4. TO DISSEMINATE EU BIG DATA STRATEGY. Data storytelling accomplishes a more general need from the EU Commission related to the dissemination of the EU Big Data Strategy and its distinctive element related to the fact that European values, fundamental rights and human beings should represent the core of the Big Data strategy compare to the other global players (China and US).<< Objectives >>The project addresses two general objectives and a set of correlated specific objectives:Project outcomes will be clearly related to the specific objectives of the project:General Objective: INNOVATE VET TRAINING THROUGH DIGITAL and INCREASE EMPLOYABILITYSpecific objectives:1.1DEVELOP INNOVATIVE DIGITAL SKILLSexpected outcome during the project: creation of Data visualization best case report and training material for webinars/lessons on data visualization and storytellingexpected outcome on project completion: Innovative training (IO2) and research resources (IO1) on big data visualization available to VET institutions and students(from the partnership at first and to be disseminated to larger audiences). 1.2 DEVELOP INNOVATIVE E-LEARNING COURSES FOR VET PROVIDERSexpected outcome during the project: the creation of training material for webinars/lessons on data visualization and storytelling immediately available for online teachingexpected outcome on project completion: Innovative training materials on big data visualization available to VET institutions (from the partnership at first and to be disseminated for bigger impact later) to set up online courses of data visualization.1.3 INNOVATE VET TRAINING THROUGH DIGITALISATION AND FUTURE SKILLSexpected outcome during the project: creation of Data visualization best case report(IO1) and training material for webinars/lessons(IO2) on data visualization and storytelling with Open Badge Certification.expected outcome on project completion: Immediate availability of validated training and research resources for VET organization to build up from, further contributing to innovation in the field of teaching data -visualization. Immediate availability for students of a training course with an innovative certification system. 1.4 UPSKILL PROFESSIONALS AND UNEMPLOYED IN THE GRAPHIC DESIGN SECTORexpected outcome during the project: creation of Data visualization best case report(IO1) and training material for webinars/lessons(IO2) on data visualization and storytelling with Open Badge Certification.expected outcome on project completion: Immediate availability of validated training and research resources for any individual outside the VET formal system of training. The training material(IO2) comes along with a certification system (IO3) able to confirm acquired skills so that all the products of the DATAVISUAL project will have positive outcomes on unemployed who are looking for new skills to enter the job market or professionals (I.E. data analysts looking to improve visualization skills or graphic designers looking to work with datasets) in search for a professional upgrade of their skillset.1.5INCREASE DIGITAL SKILLS CERTIFICATION AT EU LEVEL THROUGH INNOVATIVE METHODS (OPEN BADGE)expected outcome during the project: creation of an Open Badge Certification system to go with the training material.expected outcome on project completion: Immediate recognition of students' training results from the course produced in the DATAVISUAL thanks to the OPEN BADGE system. Immediate availability of the Open Badge System for all the VET partners in the consortium to be transferred to different courses and training activities.<< Implementation >>Project activities related to all the project management and communication:WORK PACKAGE 1 - PROJECT MANAGEMENT (Leader MCAST) M1-M24A.1.1 REPORTING and OPERATIONAL MANAGEMENT Defining Project management handbook.A.1.2 QUALITY ASSURANCE WORK PACKAGE 2 - COMMUNICATION AND DISSEMINATION (Leader I-Strategies) M1-M24A2.1 COMMUNICATION AND DISSEMINATION PLAN A2.2 COMMUNICATION TEMPLATES AND GRAPHICSA2.3 COMMUNICATION AND DISSEMINATION ACTIVITIESA2.4 PROJECT WEBSITEProject activities related to the delivery of planned project results:Work package 3 - Design and creation of the Visual Report on Big Data Information Design (Leader Momentum - i-strategies support) M2-M9Task 3.1 Research and Collection of best cases of information design for big data from their country (at least 4 case partner)Task 3.2 Validation and verification of each example of data visualization case as valuable resources as training models and examples for students/traineesTask 3.3 Validation of each case for compliance with GDPR regulation and other privacy issuesTask 3.4 Organization of the cases according to topic and origin (public/private sector, STEAM research or Humanities, etc.)The consortium will make sure all the gathered and validated items are available to the public through the project outlets (web site, social media, etc.)Work package 4 - Design, creation and delivery of Open Webinars on Big Data Storytelling and Visualization (Leader MCAST/FLC -design and structure- I-strategies - content) M7-M23Task 4.1Content design: syllabus: production of baseline indexes of topics to be covered in the webinars (details in the specific IO section)Task 4.2 Courseware development: Production of pdf, pptx and other media content (details in the specific IO section and decisions during the project by the consortium)Task 4.3 Review of content in the pilot webinar of learning activityTask 4.4 Content publication through the website and all other possible means of disseminationWork package 5 - Design and Setup of the Open Badge Certification System(Leader EFCOCERT)Task 5.1 Definition of the recognition use casesTask 5.2 Setting-up the Open Recognition InfrastructureTask 5.3 Configuration, activation and testing the Open Recognition EcosystemTask 5.4 Final review, Adjustment & improvement of the Open Recognition Ecosystem<< Results >>Project result 1 - Visual Report on Big Data Information DesignThe Visual Report on Big Data Information Design is a written and visual account focused on Information Design best examples for Big Data Storytelling and Visualisation. Nowadays, text still prevails despite the growing popularity of data visualization, it’s clear that old habits die hard. The aim of the Visual Report is to offer a Learning Material work-based on the best practices of Big Data Storytelling. Indeed, besides the prevalence of text, another problem is that many visual displays are still so poorly designed. The Visual Report will collect outstanding examples of Big Data Information Design in order to offer VET Trainees and Trainers a concrete example of a to-do practice. Each project partner will collect at least 4 best examples of Information Design for Big Data. Project result 2 - Open Webinars on Big Data StorytellingTHE OPEN WEBINARS ON BIG DATA STORYTELLING will be the second Open Educational Resource (OED) of the DataStorytelling project that consists of an e-learning course to share knowledge about how to Storytell Big Data. The online webinars will focus, at least, on 5 topics: 1) Data Set preparation; 2) Best practices of Information Design; 3) Best practices of Big Data Storytelling; 4) Tools and Digital Platforms for Big Data Visualisation (Tableau, Infogram, etc.); 5) The EU Strategy on Big Data. The open webinars will be developed by project partners also involving external experts (e.g. Information Designers). At least 10 online webinars (1h per webinar) will be provided in a synchro (recorded) learning mode. The activity will be coordinated by MCAST and Fondazione Clerici with the contribution of all project partners. O2 is a preliminary activity for the further implementation of the project and Big Data Storytelling competence open badge certification (O3).Project result 3 - Open Badge Certification SystemOpen Badges are digital, verified by secure metadata, and a means for individuals to display, and organizations to easily verify certifications, achievements and awards online, including milestones on the way to full certification. Open Badges can be used in email signatures, personal websites, social media sites such as LinkedIn and Twitter, as well as on electronic copies of resumes. The O3 of the project DATAVISUAL will develop an OPEN BADGE CERTIFICATION SYSTEM of Big Data Storytelling competencies based on open badges. This open badges ecosystem bring flexibility, agility and timeliness within the competence certification, leading to an in-depth radical rethinking and putting into questions all paradigms on which competence certification has been based for the last 20 years, e.g.: only an examiner with a superior level of education & competence compared to the candidate is habilitated to assess the demonstrated competence level.

<< Background >>COVID19 imposed emergent remote teaching and learning at a global scale. This mass and unprecedented use of technology for learning led teachers, trainers, learners and families facing a steep learning curve, thus exposing the weaknesses in need of improvement in order to successfully integrate digital technologies into education and training systems. The EC stated that in some Member States, “the vast majority of educators and learners had little if any experience of teaching and learning online and the different pedagogical approaches needed for this mode of instruction”, concluding that “the crisis requires us to rethink how education and training, in all disciplines, are designed and provided to meet the demands of a rapidly changing and increasingly digital world (Digital Education Action Plan 2021-2027, 2020, p.3).Now that we are moving beyond unplanned and emergency phases in education and training, is urgent to implement strategic and long-term approaches to digital education and training. President von der Leyen highlighted that “raising the quality and inclusiveness of education and training systems and the provision of digital skills for all during the digital and green transitions is of strategic importance for the EU” (p.1).CEDEFOP (2019) shows that the “strategic, coherent and coordinated approach to providing upskilling pathways is grounded in a lifelong learning perspective and built around the idea of easily accessible pathways comprising: skills assessment; provision of a tailored, flexible and quality learning offer; and validation and recognition of skills acquired”. Adding guidance, digital technologies and learner centre methodologies, and we have a recipe for upskilling.Digital technology can (if deployed skilfully, equitably and effectively by educators) support the agenda of high quality and inclusive education and training for all learners and contribute to a more personalised, flexible and learner-centred approach, at all phases and stages of education and training. Technology can “be a powerful and engaging tool for collaborative and creative learning (…) it can help learners and educators access, create and share digital content (Digital Education Action Plan 2021-2027, 2020, p.1).QUEST partners identified a European need on the lack of harmonization for the upskilling and reskilling of workers, in the field of online training and digital learning experiences’ development. The QUEST project will contribute to close this gap through high-quality Instructional Design. Instructional design can be defined as “the process by which learning products and experiences are designed, developed, and delivered. These learning products include online courses, instructional manuals, video tutorials, learning simulations, etc. Instructional designers are the 'architects' of the learning experience and the 'directors' of the Instructional Systems Design ISD process” (Instructional Design Central, n/a).<< Objectives >>The aim of the QUEST project is to contribute to the skilling of all educators in using digital technologies effectively in their teaching and training process by qualifying them into high-quality Instructional Design (ID), contributing to the Digital Education Action Plan 2021-2027. The QUEST’s specific objectives are to: A) Contribute to the harmonization, at European level, of the skills of the Instructional Designer profession; B) Facilitate the mobility of Instructional Designers at European level; C) Increase the capacity to develop attractive eLearning at European level; and D) Qualify professionals with previously acquired knowledge and skills in Instructional Design.<< Implementation >>Main activities to be implemented are:+Frequent meetings, mostly online but complemented by two transnational meetings where work sessions with all partners will take place;+C1 - EIDe training transferal activity is a learning activity that will support trainers in the implementation of the training course;+Peer-review stages by all partners are to be implemented in the production of all results;+Evaluation activities will be undertaken from an internal and external perspective, by project partners and participants of the activities;+The European Instructional Designer specialist' eLearning course pilots will be implemented by EDEN (EU level), UTU (Finland), FIP (Ireland), IADE (Portugal) and ISQe (Portugal);+RPL Pilots will be implemented by EDEN (EU level), UTU (Finland), FIP (Ireland), IADE (Portugal) and ISQe (Portugal);+Frequent web-based sharing and communication activities by all partners;+E1 - Public Presentation of the EIDe to the stakeholders by IADE supported by ISQe (PT);+E2 - Public Presentation of the EIDe to the stakeholders (IE) by FIP;+E3 - Public Presentation of the EIDe to the stakeholders (FI) by UTU;+E4 - Public Presentation of the EIDe to the stakeholders (CH) by EFCoERT;+E5 - International Public Presentation of the EIDe to the stakeholders by EDEN with the participation of all partners.<< Results >>QUEST main results will be:+The European Instructional Designer Expert' Curriculum, with the EIDe Professional Profile and Competence Matrix for an EQF level 6, a set of Learning Outcomes (Knowledge, Skills, Autonomy + Responsibility) per Competence Unit, including the admission pre-requirements, unit description, actions and performance criteria, expected contact hours, total workload and external resources, all aligned with EQAVET mechanisms for the following CU:CU1 - Foundations for ID 101CU2 - Learning MethodologiesCU3 - Design considerationsCU4 - ID developmentCU5 - ID ImplementationCU6 - ID EvaluationCU7 - ID Project Management+The European Instructional Designer expert eLearning course, respective pedagogical architecture, training methodology and interactive training materials (Responsive eLearning screens, Downloadable sheets, Expert Videos, Interactive diagrams, etc) supported by an Artificial Intelligence tutor bot;+The European Instructional Designer expert' Recognition of Prior Learning Process, ith the RPL Scheme, RPL Tools (Registration form, Self-Assessment, Portfolio Checklist, Technical interview guide, theoretical examination with multiple-choice questions, practical examination, EIDs Diploma and Competence Unit Certificate) and RPL final framework.+Sustainability strategy to support external stakeholders aiming to adopt the QUEST results in the implementation of the main results. The QUEST exploitation strategy will encompass the project overview (with project activities), the description of the results to be exploited, the description of the exploitation target-groups and strategies to reach them, the market analysis, the general recommendations, specific ITC specifications for the digital materials (eg. scorm version compatibility with LMS, etc) and Frequent Asked Questions (FAQ) section.