"Every year across Europe hundreds of thousands of individuals attend non-formal VET programmes (e.g. IVET & CVET programmes which do not lead to formal certification) in order to acquire and/or update their knowledge, skills and competences. However, in practice the visibility and transferability of the learning outcomes obtained in such non-formal VET programmes remains quite problematic due to the fact that training that takes place within the non-formal VET system, often does not result in credits that can be accumulated or transferred to other learning contexts. As a result, learning outcomes (i.e. knowledge, skills and competences) obtained within the non-formal VET system, are often not recognized for further studies in the formal VET system (e.g. HE VET) neither within nor outside the national boarders. The lack of permeability and transferability between the non-formal and formal VET systems, at national and European level, results in hundreds of thousands of training and productivity hours being lost when individuals decide to move from the one learning context to the other (i.e. from non-formal to formal), and constitutes a major motivational barrier in the educational path for hundreds of thousands of learners who wish to achieve a formal qualification either for securing a job or moving up the professional ladder. Recognizing the importance of the recognition and transferability of learning outcomes acquired within different learning contexts for enhancing employability and mobility as well as increasing motivation for lifelong learning, the Council of the European Union has adopted in 2012 the Recommendation for the Validation of non-formal and informal learning. The Recommendation instructs the Members States ""to have in place no later than 2018, in accordance with national circumstances and specificities, and as they deem appropriate, arrangements for the validation of non-formal and informal learning."" The overall aim of the ECVET PERMiT project was the implementation of the ECVET methodology in the curricula of VET study programmes within the non- formal and formal VET system, in an effort to increase the permeability and transferability of the learning outcomes achieved from the one learning context to the other. Specifically, the project aimed to apply the ECVET methodology for describing, assessing and validating learning outcomes in a selected number of vocational programmes (focusing primarily in three technical specializations), in three Member States (Cyprus, Malta, and Greece), in order to test the transferability of credits from the non-formal to the formal VET system, firstly within the national boarders and secondly on a transnational level. The project implementation thus involved three specific objectives: (1) To apply the ECVET methodology in a selected number of technical vocation programmes within the non-formal and formal VET systems in three EU countries: Cyprus, Malta and Greece;(2) To test the transferability of learning outcomes from the non-formal to the formal VET system at national and transnational level;(3) To raise awareness within the VET community about the benefits of the implementation of the ECVET system and promote the implementation of ECVET for permeability and transferability within the non-formal and formal VET system at national and European level.In order to ensure the success of the project and validity of results, six (6) key stakeholders from three (3) Member States (Cyprus, Greece, Malta) representing the government, semi-government, and private VET sector, have joined forces for this partnership. Analytically, 4 VET providers from Cyprus, Greece and Malta, all key public and private providers in technical vocation in the non-formal and formal VET system, one national VET policy organization, and one company pioneer in the use and application of ECVET in vocational training, form the core of this partnership and are uniquely positioned to produce high impact results both at national and European level."

It is increasingly difficult for young people with low or no formal qualifications to find a job. However, even without formal training or labor market experience, young persons gather social and personal competencies. These “soft” competencies are essential for doing a good job. For some jobs, they may even be the most important elements of qualification. However, employers and those working with young people find it difficult to recognize and assess these informal competencies. Globalization, demographic changes, technological advances, and the financial crisis have created major challenges for today’s societies. Individuals have to confront rapidly changing data and learn how to keep up with them. In order to function well in this “new” diverse world, the need for adaptability is no longer a choice. It is vitally necessary that individuals develop competencies in a wide range of fields, which will allow them to adapt to the changing environment. To conclude, solely mastering certain skills is not enough anymore. As a matter of fact the so called hard skills, mainly proven by academic certificates, are rated as being of less direct relevance to companies. Instead of paying attention to narrowly defined skills and qualifications companies are now placing more importance on the candidates’ personal qualities and attitudes which cannot be recognized through conventional diplomas and certificates (Grootings 1994). The workforce is expected to show flexibility, entrepreneurship qualities, personal responsibility, adaptability, innovation, creativity and in general a self-directed and a self-motivated attitude.While some European countries have developed widely accepted systems of competence assessment, others need to raise awareness on their significance and potential impact and to define the methods and procedures for competence assessment. The proposed project thus aims at a transfer of best practices of competence assessment for young persons. The 6 Participating organisations in the project were the Cyprus Productivity Centre (Project Leader), the Institute of Entrepreneurship Development (Greece), Folkuniversitetet (Sweden), K.o.s Gmbh (Germany), Business Foundation for Education (Bulgaria) and Fundatia Professional (Romania).The project concerns the systematization of existing competence assessment methodologies in Germany and Sweden and their transfer and application to the other participating project countries. These methodologies and tools relate to the process of evaluating soft skills of young people, which were non-formally and informally acquired.The main activities and outputs of the project, targeted towards VET trainers and staff and unemployed youth were the following:- Needs analysis report: Need analysis report in each country to determine the existing situation with regards to vocational education and training and the evaluation of soft skills and to identify the soft skills that are considered to be necessary for unemployed youth to enter the labor market. The needs analysis is expected to reveal the need for well-targeted training areas and the development of tailored curriculum for the development of soft skills- CURRICULUM for unemployed youth to identify, develop and enhance their soft skills which will enable and promote the identification, development and enhancement of soft skills of youth. The curriculum outline the skills, performances, attitudes and values that youth are expected to learn, while it will include the syllabus, methods to be implemented and other such aspects. - E learning platform was developed for the needs of the project, where the target groups are able to attend on-line courses and receive training from a distance so as to enable the active participation of individuals from different regions who are not always able to be physically present to workshops/seminars/events. The e-learning platform provide with the open on-line courses, include an area of Community of Practice for open discussions and exchange and also include an e-library with important and relevant resources. A number of online open courses/webinars were materialized for VET trainers and educators in the participating countries (10 hours of distance learning) in English, Greek, German, Swedish, Romanian and in Bulgarian languages.- Toolkit (and user-guide of the toolkit) on soft skills for unemployed youth entering the labor market. The toolkit was designed using a number of different tools and methods for the development of soft skills, which can be taught to unemployed youth, complementary to the curriculum. The toolkit includes tailored tools specifically designed for the needs of the development of soft skills among young unemployed individuals. In addition, a pilot of the toolbox was implemented on the target groups in the participant countries and ensure that is the most effective way to achieve the set of goals and objectives.

WBL Guarantee (Public-Private Alliance to GUARANTEE quality of Work Based Learning - 2017-1-IT01-KA202 -006161) is an Erasmus KA2 project, coordinated by the Lazio Region, which began in September 2017 and ended last August 2020. It was carried out by a multi-actor Consortium, which involved 5 countries (Italy, Spain, Cyprus, Germany, Poland) and 11 organizations including public entities (Lazio Region, Cyprus Productivity Center, Andalucia Emprende), organizations from the business world (Cyprus Chamber of Commerce and Industry, Confartigianato Imprese Lazio, Femeval), vocational education and training providers and employment agencies (ERIFO, FyG, MMC). The German University of Applied Labour Studies (HdBA Mannheim) and an ICT company from Poland, Danmar, also took part in the consortiumThe ultimate aim of the project was to contribute to strengthen work-based learning, by increasing the competences of the tutors (both in-company and training agency’s tutors) involved in work-based learning paths, in order to facilitate successful management of the transition to the labour market, as well as the quality and attractiveness of these paths. The focus of the project was the WBL experiences not included in formal learning paths, identifying and testing a methodology aimed at enhancing such experiences, also for the purpose of subsequent certification of learning or for the prosecution of one’s own studies.The main products resulting from the WBL Guarantee project are the following:1) A study on the WBL schemes adopted in the partner countries of the consortium, also aimed at identifying the competences required for the profiles in charge of managing the various devices. The research was based on a quantitative analysis (questionnaires addressed to trainees, interns and apprentices – in-company tutors and training agencies) and a qualitative analysis of the devices adopted in each country. Based on the study, a map of the competences necessary to take on the role of tutor, both in the host companies and in the training agencies, was developed2) The development and testing of a curriculum programme for in-company tutors (SMEs), with handouts downloadable in all partner languages. The course was developed for distance learning, as a MOOC, with slides commented in the different partner languages, as well as tested and validated through piloting activities carried out by an adequate number of in-company tutors. The course allows to acquire knowledge, techniques and tools to monitor and quantify learning, also for the purpose of subsequent certification, as well as to develop effective mentorship relationships, both for the WBL users and for the company itself3) The development and testing of a curriculum programme for training and / or employment agencies’ tutors, who work within WBL programs, in order to strengthen their competences in planning, management, monitoring of learning. The course, designed on the basis of a training and professional standard, was accompanied by a toolkit, including the course methodology, the learning outcomes, the guidelines to deliver the course, as well as the bibliographic reference materials. Due to the Covid 19 Pandemic, the Italian version of the course was also made available for use in distance learning mode (FAD), with synchronous tutoring. The course transfers methodological skills to the tutors of the proposing bodies to design, implement and monitor WBL paths based on clear and measurable learning objectives / outcomes and that can be referenced to standardized national profiles, in order to increase the guarantee that they can be - in the next step - enhanced through a competence certification process. The Course was validated through a piloting activity conducted, as a result of COVID 19 - also remotely.4) A training activity conducted in mobility, which involved n. 18 WBL and Employment Centers’ operators, and allowed to validate and refine the curriculum based on the training needs expressed by the technicians who took part in the mobility5) A Handbook with tips and recommended practices to enhance the effectiveness of the WBL in non-formal learning paths. The handbook, developed on the basis of the contributions of all partners, contains suggestions on the sustainability and transferability of the WBL Guarantee methodology in other contexts and countries, in order to maximize the exploitation of the products created and stimulate an institutional reflection on the future of work-based learningThe dissemination activity carried out by the consortium, through multiplier events, newsletters and social networks, involved approximately:- no. 400 final beneficiaries (WBL users)- no. 550 training/employment agencies- no. 550 companies- no. 150 public authorities- no. 100 other stakeholders.

The EwasteR – “Designing and Testing new management skills for the development of the Waste Electrical and Electronic Equipment Recycling and Re-use System in Europe” is a three years Sector Skills Alliance project funded by ERASMUS + programme (2014-2020). The EwasteR project sector in the SSA framework is “Environmental technologies”.EwasteR was primarily concerned with the vocational education and training (VET) dimension of the WEEE reuse and recycling management systems.The EwasteR project developed an innovative European competency Framework - new high-quality interdisciplinary VET Curriculum and professional profile for “E- waste Reuse and Recycling Specialist”, working through the production and the waste phase of a product, increasing the sense of initiative and entrepreneurship as well as the quality and potential of employability and mobility and bringing to award new Qualifications to be transferred into NQF-RQF, becoming accessible to a broader audience. The three years EwasteR journey, undertaken through a series of nine closely related work packages, developed and established the partnership as a collaborative high performance team. The EwasteR alliance consists of four different countries (Italy, UK, Poland, and Cyprus) and thirteen organisations from different sectors as requested by the Sector Skills Alliance action. i) Public or private entities that provide VET, higher education; ii) Public or private entities that have sector specific expertise and represent or are active in a given sector (at regional, national and/or European level); iii) Public or private entities that have a regulatory function for education and training systems (at regional, national and/or European level). The EwasteR project addressed the increasingly relevance of the Electrical and electronic waste (E-waste) sector in Europe which is currently the largest growing waste stream.The main beneficiaries of the project are young aspiring workers/technicians and entrepreneurs (learners) wishing to work in the weee recycling and reuse management sector.The EwasteR Consortium has been collaborating for three years achieving a comprehensive series of inter-related results to address these issues, specifically:•Mapping of the current qualifications routes across Europe relevant to this field of UEEE/WEEE reuse and recycling and producing a final Research Report•Collaboratively designing and developing a joint professional training curriculum for “E- waste Reuse and Recycling Specialist” with a strong package of “VET” Units - combining: i) management skills area and ii) vocational skills area - tightly connected to the European Qualifications Framework (EQF Level 4) and experimenting the EU Credit system for Vocational Education and Training (ECVET) •Designing and delivering National PILOT training activities through an integrated blended approach including: career guidance, classroom, open management schools, labs shadowing and LOs assessment, and involving young and well-motivated aspiring technicians/specialists, learners, experts and VET providers.•Designing a joint Handbook including the final transparent recognition and validation process for the assessment of learning outcomes •New EwasteR Qualifications awarded at National level (Italy) and transferred into NQF-RQF and new processes for awarding and transferring (Qualification designed or part of it) started and implemented in the other Countries in compliance with each National legal-framework, increasing the employability-occupation chances in the sector across Europe.•Providing new mobility opportunities in EU for aspiring entrepreneurs in the wee recycling and reuse sector through the EYE programme•Defining a multi-actor approach to undertake a comprehensive raising awareness programme about the SSA framework, VET dimension of the WEEE recycling and reuse across EU, through robust dissemination activities