"1 Context/backgroundThe project “Partnerships for lifelong learning in engineering and technology” addressed two different models of cooperation between actors in vocational and higher education providing consistent and permeable educational pathways from initial training to higher educational levels. The schemes analysed are(1) integrated learning opportunities (for example dual study programmes) and(2) bridging programmes (for example programs, where one institution recognises the learning outcomes of another partner).In Europe, both types of programs have become more and more popular and attract a growing number of learners. Meanwhile, there is only limited information on factors determining the success and/or side effects of such partnerships in the long run. Such evidence has to be based on information given by all parties concerned, i.e. those offering the programs (educational institutions), those involved in practical training components (enterprises) and finally those enrolled and seeking employment thereafter (learners/students). The P4LLL-tec study has taken into account all stakeholders concerned and contributed in filling the knowledge gap in the domain of technical professions in five European countries (Germany, Greece, Ireland, Latvia and Spain). 2 ObjectivesThe aim of the project was to study the conditions and design of integrated education and bridging programs in technical occupations as well as their impact on a successful entry into the labour market as well as the development of vocational identity of learners. The project seeked for general conclusions in the respective national context and in a European perspective. Future programs can benefit from the experiences made and documented in cases of best practise which the study has to identifed and summarised in case study reports.With this objective the study addressed some major and prevailing European topics such-new innovative curricula-labour market issues incl. career guidance / youth unemployment and - the aim of overcoming skills mismatches.3 Number of participantsThe approximate total number of participants was in total- about 900 learners / students (as participants in surveys and case studies)- more than 150 company representatives (in expert interviews, company surveys, case studies and dissemination events)- more than 80 representatives of schools, colleges, polytechnics, universities (in expert interviews, case studies and dissemination events)- more than 60 researchers/experts (in expert interviews, conferences / dissemination events 4 Description of activitiesThe project built on four major steps that can be described as follows(1) Mapping the design options for integrated learning opportunities or bridging programs in five European countriesActivities will be a combination of desk research and interviews with experts and practitioners(2) Case Studies: 1-2 cases per country were selected for in-depth studies. These included a SWOT (strengths, weaknesses, opportunities, threats) analysis.(3) Commitment studies: Learners/students of partnership programs and learners of traditional programs were interrogated using an online interrogation tool. The results were summarised in a form of a comparative analysis referring to all countries. (4) Employer survey: Human resource managers/company owners were interrogated by paper pencil questionnaires on the extent and nature of employment of graduates as well as on their knowledge, skills and competences acquired through the respective learning pathways. 5 Results/ impacts/ lonterm benefitsBased on the analysis, the project team has developped a ""quality quide"", a manuals for educational providers and policy makers in Europe that provides information on the factors that count for a well-functioning partnerships/programs. The recommendations are summarised in a manner that allows for general application not only relevant in one or a couple of countries participating in the P4LLL-tec study. The ""quality guide"" will remain a publication to be used on relevant occations, likewise all other (interim) project results will remain available for all future use (research, consultancy, lectures). In the long run, the project's result will be able to help setting up new educational programs successfully. Also, providers of existing programs can gain from the findings of this study in deriving further reform initiatives. Learning from best practise cases can further contribute to successfully addressing the needs of the labour market, providing learning pathways in a sense of permeability and progression."

Since 2017 Directive 2014/95/EU has made it obligatory for certain public-interest entities to disclose non-financial and diversity information. This includes information on matters that have an impact on environmental, social and employee-related, human rights, corruption and bribery issues. At the time of the application for the project it was clear that the reports resulting from this obligation would be a new source of information, which could potentially be useful for workers’ representatives and trade unions to engage in or deepen social dialogue. Yet there did not exist any knowledge, systematic approaches or trainings on how to analyse non-financial information reports from their perspective, neither on a national nor on a European level.“CENOFIA – Curriculum for the Further Education of European Non-financial Information Analysts” therefore set out to identify and document skills and competences needed to analyse non-financial and diversity information of undertakings. Based on this, the project partners developed analysis tools and a curriculum with corresponding teaching materials and made them available through an Online Learning and Transparency Platform under www.non-financial-information.eu. This platform combines all aforementioned outputs with additional media in an interactive format to support learning and teaching activities. Furthermore, it provides a database with meta data and links to existing analyses and other sources of information, which can be used to share information and supports trainers and analysts. All outputs are published as Open Educational Resources (OER) and can be downloaded in a separate section of the platform. The curriculum and all corresponding materials follow a modular design, thus allowing adjustment for different target groups, depth of analysis and skill levels. All intellectual outputs were developed in joint efforts by the seven, respectively six organisations or institutes with links to national social partners from Germany, Hungary, Italy, Latvia, Lithuania and Spain. Project partners organised, coordinated and carried out the work on a continuous basis through web- and telecommunications as well as in seven transnational project meetings.In order to refine project results beyond the scope of directly involved project staff and to take into account as many as possible different perspectives and national specificities, the partners tested the curriculum in two Joint Staff Trainings with participants from the six partner countries. At the same time, the participants from these trainings became the first non-financial information analysts and started to carry out analyses, give trainings on the subject matter or use the newly acquired knowledge and skills in their professional context. Towards the end of the project, results were shared and discussed with national and European audiences in seven multiplier events. In follow-up activities it is planned to adapt project results and the OER to country specific requirements.

The project “VET for Employment” (VET4E), led by the Employers’ Confederation of Latvia (LDDK), aims at:- improving availability of qualified workforce through improving compliance of VET to the labour market needs;- facilitating and supporting organisation of qualitative traineeships and work based learning in vocational education and training (VET) system and- developing new tools for the use by the employers and VET institutions to promote work based learning in VET and to support employers, VET institutions and students in human resource development through traineeships. The motivation for the project lies in the problems identified in partner countries: rather low prestige of VET, limited opportunities for qualitative traineeships, low involvement of employers, low level of cooperation between VET institutions and employers, high youth unemployment, problematic transition from education institutions to labour market. In order to address these problems, project will carry out a number of activities aimed at improving availability of qualitative traineeship opportunities and to strengthen employers’ involvement in VET. The main activities planned to reach these goals are:- Carrying out a study on availability, quality and costs and benefits of traineeships in Latvia;- Organising learning visits to Austria and Germany to learn from well-established dual VET systems;- Developing an action plan for improvement of traineeships in Latvia;- Carrying out feasibility study on vocational education in Lithuania; and mutually learning between Latvia and Lithuania in the process of implementing VET reforms;- Developing IT tool on career portal prakse.lv (traineeship.lv) which would ensure opportunity to organise and implement traineeships and work based learning in easy and comfortable way, as well as to collect and analyse data on traineeships- To implement work based learning programmes in two sectors – metalworking sector and pharmacy sector. - To implement a number of initiatives/ mini pilotprojects to promote new IT tool, traineeships and work based learning in different sectors such as facilitating traineeships, namely, combining traineeships in several companies, career support activities, organising training for trainers in collaboration with the Ministry of Education and Science, developing mobility projects, organising professional skills competition, certification of traineeship places, organising seminars, organising site visits of pupils or VET trainers in companies, examining work safety during traineeships, piloting examination developed and organised by employers.The main result of the project will be increased number of qualitative traineeship opportunities. The consortium is made of partners from Latvia, Lithuania, Austria and Germany. Partners include the national and sectorial employer organisations, trade union organisation, VET institutions, research and training institution, as well as private companies. Project is also endorsed by the Ministry of Education and Science of Latvia, National Centre for Education and the Municipality of Riga.