The European Knowledge Center for Mobility (EUKCEM) II project aimed at contributing to a European Area of Skills and Competences and increased EU mobility by offering a one-stop shop for important mobility processes including ECVET.While the participation in EU mobility for students in higher education has already become very common, the numbers of VET learners are still far lower - even if work and learning experiences abroad are recommended by many stakeholders, VET schools and more and more also companies. The barriers to apply for and manage EU funded mobility projects besides other tasks are high for all VET providers - companies and schools. Besides, there are doubts about the recognition of learning contents and outcomes. The EUKCEM II project therefore aimed at addressing those doubts and further facilitating the management of mobility projects, with ECVET as integral part - from practicioners for practicioners.The project was a follow-up of the LLP Leonardo da Vinci project EUKCEM that supported quality in mobility through structured step by step information about mobility processes for all actors involved (host organisations, sending organisations and beneficiaries) as well as through a partner search database of quality organisations, that assured to follow certain quality standards and agreed to get rated for their performance by beneficiaries.Based on the feedback gained for the initial web contents, EUKCEM II did a relaunch of the platform www.eu-mobility.eu and added structured information on four aspects: 1) Mobility Management including practical checklists, templates, practicioner advise and video tutorials for the five important parts of every mobility project, such as application, preparation, implementation, evaluation and finalisation.2) ECVET: Besides video tutorials and information, the project designed a growing database of ECVET learning units and outcomes that can be either seen as source of information, as inspiration or already as part of learning agreements (transfer option). 3) Are you ready: Beneficiaries are addressed in a more targeted way with information, videos (mobility stories) but also an interactive tool for preparation.4) The partner search tool was kept from the first EUKCEM project. The partnership, composed of experienced mobility coordinators from Spain, Italy, the Netherlands, the UK and Germany brought in their experiences and best practices as sending, intermediary and host organisations in EU mobility. The main contact person at the Dutch partner in addtion is national ECVET expert. Each partner organisation was responsible for at least one of the intellectual outputs and contributed to the contents of the web platform in addition to organising webinars and face-to-face workshops.In the last year of the project, since 25.09.2017, the web platform www.eu-mobility.eu reached ca. 31.000 visitors. EUKCEM Facebook posts partly reached more than 3.000 persons (Step by step through all phases of an Erasmus+ KA1), the same post at the facebook page of the coordinator reached more than 4.600 persons, a post about mobility partnerships more than 4.100 persons, etc. Also more than 400 people directly participated in the project through face-to-face workshops, webinars and events and provided positive and valuable feedback. Local, regional and also European partnerships were established that last also after the end of the project. The project partners integrated the materials created within the EUKCEM II project into their regular activities, use them for their own mobility projects and also together with their partners from other European countries. Therefore, the partners as well as other organisations involved in mobilities across Europe will benefit also in the long term. All web resources will be kept and also synergies are built with a project about quality in mobility.

For some years now, Europe has been facing a massive flow of migrants with many of them coming from countries where Sustainable Development is anything but a well-known or implemented concept. Migrants often have various difficulties with their integration. They frequently do not face only social exclusion because of lack of language skills, but also cultural and economic downfalls. IN-Life wants to contribute to facilitate integration by providing language teaching/learning resources on Sustainable Development to people working with this target group and migrants themselves. The starting point to develop IN-Life teaching/learning resources on Sustainable Development and how to implement them in language teaching was twofold. On one hand, the project partnership representing adult education, integration measures and education for sustainable development, carried out a survey on the current education policy and progress of development of Education for Sustainable Development (ESD) in the context of education measures for migrant learners in four participating countries: Germany, Italy, France and Scotland. The survey included both desktop and field research on the current state of Education for Sustainable Development in the context of language provision and integration measures for migrant learners as well as on the awareness of the subject Sustainable Development among teachers and trainers working mostly in adult education and learners with migration backgrounds. The main tool used for conducting the survey was an interview questionnaire. The aim of the interviews was to set up the list of the most relevant topics of Sustainable Development. The results of the interviews gave a fruitful impulse for the development and expansion of the ideas, tools, exercises, group activities of education for Sustainable Development in the context of language provision for learners. On the other hand, the five priority action areas to advance the ESD agenda set up in the GAP – Global Action Programme and the 17 UNESCO Sustainable Development Goals are the foundation for the development of the teaching/learning resources as well as the Guidelines, with special focus on the Global Priority Action Areas. IN-Life mainly targets the following groups: •Stakeholders, leaders, policy makers and those responsible for development and implementation of integration measures, as well as education for Sustainable Development•Adult education providers, teachers and trainers, all working with migrant learners•Migrant learners, who can benefit from the new knowledge and skills gained on Sustainable Development. IN-Life develops and offers an integrated concept of language teaching with elements of Sustainable Development for the specific target group of migrant learners in the European Union and the project prepares adult education institutions to work with this target group on SD.IN-Life also intends to enhance the key competences of migrants and asylum seekers and, therefore, facilitates and promotes integration. So far this specific target group has been left out of measures for Education for Sustainable Development (ESD) in adult education. IN-Life addresses competences like communication in foreign languages, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, as well as cultural awareness and expression. The developed resources are available online and a learning platform http://in-life.eu/home/ contains the teaching and learning resources and interactive content which in turn avoids printing costs and ensures waste prevention.IN-Life delivers a valuable contribution to inclusive education and training of all citizens in Europe with making available the learning and teaching materials in German, English, French and Italian (the most common mother tongues in Europe). With its contribution to ESD, IN-Life encourages the development of a smart, sustainable and inclusive society by giving migrant adult learners the chance to acquire basic and transferable skills for Sustainable Development (SD), gaining knowledge and experience in ESD, receiving a high-quality qualification and enhancing beneficiaries’ chances on the labour market. Through that educational, social and economic disparities are reduced in a sustainable way. As a side-effect, IN-Life also strengthens the capacity of education for Sustainable Development by raising awareness and enhancing the knowledge of Adult Education institutions for intercultural dialogue, diversity and Sustainable Development.

The main Objective European of Entrepreneurship for Speakers of Other Languages (EUESOL) is to target young adult Migrants (16-40 yrs) arriving across the EU seeking to create a new life through the establishing of new business growth and development within partner organisation countries. The EUESOL Project will provide specialised Entrepreneurship Language Training Skills, Skills Mapping/Mentoring and Specialised Business Planning/Training of new Business Start-Up Programmes. We are developing the project based on results of previous successfully delivered programmes. The project is based on feedback from previous domestic and EU project dissemination and Multiplier Events where we have had requests to combine Language Training, Skills Profiling, Vocational Training and Entrepreneurship Training. Hence the EUESOL Project. It also helps to address the very high unemployment across the EU, in many programme countries BME (both domestic and migrant numbers are high within the unemployment group). Although unemployment is low, between 3.8% and 9.8% the number of BME extremely high within this figure at around 48% of the unemployed, this number increasing dramatically due to the current pandemic, with further rises expected. Also within the UK and partner countries and the number of self-employed BMEs accounts for only around 4% of self-employment businesses, a growth here addressing the predicted 25% - 30%+ drop in EU Economic Activity.Hence, through local partnership working (across project partner countries), we have identified a need for Entrepreneurship support for this target group.Partners have been strategically picked to offer an arrangement of expertise from both the Private and Public Sectors, all who have a vast knowledge and experience in supporting this specific target group. Project will provide a range of Training Opportunities to cover all aspects of Self-Employment and through the array of partners’ expertise offer a full guidance experience leading to a new EU Entrepreneur. Delivery includes the first steps in skills mapping, experiences and aspirations of migrants with a view to them establish their own new business in a selected employment sector and utilise the support of Colleges/Private Trainers/Private NGOs along with use of Government Agencies such as Skills Development Scotland and Job/Employment/Regeneration organisations along with National Qualification/Accreditation bodies to support the project. The EUESOL project will assist in breaking down local barriers within host countries thus bridging business support and local communities through training courses in partners’ languages. We address a number of EU priorities including the “Achievement of relevant and high quality skills and competences” and “Enhancing access to training and qualifications for all” through new and innovative digital (VLE) training materials accessible to all.We will work closely with other VET colleges and adult training providers to establish specific learning materials, much of which will be available on-line and on the Virtual Learning Environment (VLE) which will open doors to a more flexible learning approach. VLE materials will be developed and integrated into 4 * 20 hrs Training Packs:* Developing a Business Idea (Various Sectors)* Finance and E-Business* Commercial Aspects of Law* Environmental Development Skills for Enterprise (This will include following new Government Guidelines to ensure reduced and zero carbon emissions as laid-down by local Government and Government agencies)* Training includes skills mapping of project beneficiaries/individuals to attain suitability for new-business start-upTraining will comprise of encompass BME/Migrant Green Entrepreneurship Language Training Skills, Mentoring and Specialised Business Planning of new Business Start-Up Programmes. Training materials and material assessment materials are aimed at EQF Level 4 and provide a minimum 9 EQF Credit points. Units will encompass an aspect of Skills Assessment. Training materials will be developed as Learning Outcomes to meet all partners’ requirements and allow for further development within ECVET allowing for additional flexibility and mobility opportunities across partner organisation and countries.Partners are addressing specific gaps in training faced by new Entrepreneurs and specifically Migrant Entrepreneurs, we look at the numerous barriers faced by Migrant Workers and Refugees: Language, Business Development, Integration Skills, Support Mechanism, etc. and break down these barriers through the dedicated language/skills training to allow better integration within sectors.Partnership involves Migrant Community Groups (Established and New) to direct the training needs of BME/Migrant Entrepreneurs. Partners have highly trained staff from both Public and Private Sector providing a wide range of training skills including advisors to local Government on Migrant, Refugee matters.

The so called Pop-up restaurants or underground restaurants are quickly becoming an alternative to traditional dining out, particularly in this difficult economic era. A Pop-up restaurant offers many of the same benefits as a traditional brick and mortar restaurant, without the high cost of opening. This new tendency can be considered as a development of the “chef at home” phenomenon. Yet, these Pop-up restaurants are not only organising single dinners but real social events with places for numbers of up to 20 or more.The meeting places between Pop-up restaurants and customers come in special platforms. The widest Italian community is Gnammo.com, as well as the much appreciated KitchenParty.org. The growth of the Pop-up restaurants is increasing so much that also in the big worldwide platform of Airbnb a service for booking Pop-up restaurants will be active soon.The business catering training will be focused on sustainable food like zero miles and organic ingredients to give life to a zero impact and green business giving the opportunity to eat healthy. The possibilities of employment are many, which is why the Pop-up restaurant project is aimed at designing an on-line learning course. This will be available in all the languages of the partnership for use across Europe especially in partner countries to train long term unemployed to become self entrepreneurs wanting to start up their own business as a real and qualified job. The Pop-up restaurant curriculum was based on standards of the European Qualification Framework for lifelong learning (EQF) in line with the ECVET procedures. The experimentation was at a basic level but it was really useful for the assessment of the participants level.The activities and results of the project are:1.Common curriculum - a common route of the 100 hour curriculum for self entrepreneurship based on a Pop-up restaurant was leveled in accordance with ECVET procedures in partner organisations countries and provides leveling at around EQF level 2 or 3 which is equivalent to workplace level qualifications. Results: 100-hour ECVET certified training curriculum. The course was formed of 6 modules: Business Start Up, Marketing and Communications, Customer Care, Nutritional Aspects, Green and Zero Miles Provision, Cooking Green + legislation. The duration of each module varies accordingly.2.Adaptation of the curriculum in e-learning – Adaptation of the Model into 2 interactive, connected and open source platforms: The content one was http://myclyde.ac.uk/ The more interactive one was https://popup4all.eu/en The platforms material is in all the languages of the partnership: English, Italian, Spanish, German and Latvian3.Piloting the Pop-up restaurant curriculum - testing the model in Italy, Spain, Latvia, Germany and UK. 52 people were piloted. 10 to12 in each country. Results: evaluation questionnaires from trainees, the trainer and the partner. 5 evaluation reports, one for each country. Final piloting validation report in English plus a short summary of the report in all the languages of the partnership.4.Pop-up restaurant work-placement – placement of the trainees into business of the sector followed and supported by a project and business tutor. Results: 5 evaluation reports, one for each country. Evaluation questionnaires from Trainees, the trainer and the partner. Final validation report of the work-placement and a short summary in all the languages of the partnership5.Dissemination activities: the project was disseminated by using the dedicated web site (www.popuprestaurant.eu, the dedicated brochure in all the languages of the partnership, the Instagram for the Pop-up_restaurant profile and a facebook page https://www.facebook.com/popup.eu.project/. There were also dissemination meetings in each country. In addition there were stakeholder meetings, transnational meetings, articles, radio interviews and mail communications. Results: dedicated web site, pages in the social media platforms, information brochures, local dissemination conferences, interviews recordings, newspaper articles and reports.6. Evaluation and quality control: following the evaluation strategy the project will be monitored and controlled to see that results and activities are developed. Results: 4 evaluation reports plus 1 final evaluation report.Target groups are:• unemployed people who want to start up their own business. The project reached more than 50 people during its lifetime in each country.• trainers/teachers who will benefit from new and dynamic training materials with a proven track record and the transfer of these materials. The project reached around 100 trainers along the project.• employer associations: they may deliver the course for unemployed people giving them a strong base to start up their business.The creation of 2 platforms located in the free domain of Glasgow Clyde college gives the opportunity to go on distributing and delivering training transversally after the end of the project. Transferability of the products is one of the main characteristics.

CONTEXT:With schools and universities now closed across most of the EU countries in an effort to contain the spread of coronavirus, an unprecedented number of students are out of class for an undefined period. This exceptional disruption has set off a move toward online teaching that has accelerated a shift from the traditional textbook-based classroom that has been the hallmark of education in most of the EU countries since the 19th century. Against this background, it becomes clear that the majority of schools were not prepared for 100% for the implementation of online learning. Having to use e-learning on a larger scale than schools had already tried, or indeed ever expected, they have underlined several key challenges, barriers and obstacles. In daily practice, these overarching obstacles manifest in many ways, e.g. in a lack of understanding and training of VLE (Virtual Learning Environment) or a lack of infrastructural support. Whilst obstacles regarding the infrastructural support need to be primarily addressed by school administrations, principals and policy makers, the lacking knowledge and efficacy of teachers regarding the implementation of e-learning can be focused by a range of institutions such as teacher training centers, universities, further and higher education colleges.OBJECTIVES:The purpose of the EDGE project is to address the rising issue of lacking knowledge and self-efficacy of teachers regarding the implementation of digital learning. Therefore, we aim at developing guidelines as well as an innovative training path in order to support teachers in applying digital learning. The guidelines and the training path shall promote teachers' sense of effectiveness and abilities, and by that means contribute to a purposeful integration of digital technologies in education. In addition, we want to focus on how inclusive teaching and learning can be addressed within digital learning.EXPECTED RESULTS:Our project will result in three major assets1) GUIDELINES and RESOURCES to support the teachers in the use of Virtual Learning Environment (VLE) 2) An INNOVATION on line course for education professionals for an inclusive education based on digital technologies3) A PILOT GROUP OF PROFESSIONALS (i.e., teachers, trainers, education staff) trained in the use of innovative technologies and in the development and production of VLE materialsACTIVITIES:Two intellectual outputs(IOs) have been identified:IO1 EDGE Guidelines for online teaching: the guidelines will raise teachers' awareness of how technology can support online teaching and will provide practical instructions on how to select and use the most appropriate methods and respective platforms for digital teachingIO2 EDGE online course on digital teaching: an online course for teachers to improve knowledge and competencies to design, develop and deliver digital teaching.One Learning Activity (for education staff) is embedded within the full development of the IOs. The participants will be trained to be mentor for the delivery of the jointly designed EGDE online course. The same people participating to the LA, afterwards, will pilot the course in their own country. PARTICIPANTS:Besides EDGE partners, we will also involve the following participants during our project implementation who represent the direct target group of our approach: - Educational staff (including teachers, trainers, researchers), who will be trained in digital learning- School Heads, administrators, school community: the school heads and members of the Board of the School will participate in our project actions, especially in the evaluation phase- Students will be the main indirect beneficiaries as they will be the first group to benefit from the new skills acquired by their teachers- Parents will also benefit from the approach and they will be directly involved in the multiplier events which will be organized in each country.IMPACTThe EDGE project will mainly impact the target groups in term of:-Innovative insights in e-learning -sustainable networks-new experiences in education practicesIn particular at the end of the project we expect to have a: -Increased national and European understanding of an inclusive approach to e-learning-Increase in Teachers trained in online material developing and delivery of online teaching-Purposeful integration of digital technologies in education-Modern and dynamic advancement of school practices-Meeting of ALL students’ expectations, skills and abilities, -Clear vision in school leadership teams for diversifying teaching and learning processes