"During the last years, the project based learning methodology has been extensively applied in many VET Colleges. Some examples can be found in Spain, as the ETHAZI methodology created by the TKNIKA innovation center of Basque Country or the ProjectX methodology created by the Xabec Vocational Training Center in Valencia, which has been recognized by the European Commision with the educative innovation award in the edition of the ""Skills Week"" celebrated in 2018.The ProjectX methodology consists of transferring a work process that is carried out in the professional context to the educational context. Each work process has been called “ProjectX”, because it is the combination of the words Project and work eXperiencie (ProjectX). The ProjectX’s are defined on the basis of learning outcomes (LO’S), so the tasks carried out in a project are associated with a set of learning outcomes, that are the minimum unit that can be recognized in the European Credit System for VET. Consequently, a set of ProjectX can be always recognized and accredited from the minimum unit until a complete professional qualification. This aspect is very interesting for the learning management: a ProjectX can be easily used for the mobility of students because the assessment and recognition of learning outcomes are defined, and also a set of ProjectX's can be used for the implementation of a professional qualification based on a set of learning outcomes. Xabec was the leader of the project One2One (http://projectxone2one.eu/) in which the methodology was created and also was the leader of the TOPMOST (http://www.topmost.es/) project in which a database of Common Learning Outcomes was created to enable the recognition of learning outcomes during the mobility of VET students. Nowadays, the ProjectX methodology is used in the mobility of students of the INNMAIN network and in the regular lessons of Xabec.The experience has been very positive, but the implementation of the e-learning in the VET national systems requires an upgrade of the ProjectX methodology and the creation of new teaching resources. This is the motivation of this project: the digital transformation of the ProjectX created in One2One to Virtual Reality modules, that are called VR ProjectX, and the integration in an e-learning platform. The VR ProjectX can be implemented during the mobility of students and/or in VET blended learning.The participants of the project have been selected on the basis of the experience in the application of the ProjectX methodology, in the creation of Virtual Reality modules and in e-learning platforms. Xabec and Valdorio participated in the One2One project and both have applied the methodology to the mobility of students, DYPSELA is a start-up specialized in Virtual Reality, and TAW and UPV are institutions with a wide experience in e-learning and in 3D design, because they are partners of the international FABLAB network. Finally, IBW is a swiss Vocational Training Center that is interested in creating new ProjectX’s and new Common Learning Outcomes.The activities have been scheduled in a Gantt Diagram in four steps. During the first step, Xabec, GUIA, IBW and Valdorio are in charge of developing a handbook with the instructions to design a VR ProjectX and a booklet of four VR ProjectX. The second step is focused on designing the VR ProjectX. The partners experienced in 3D design –UPV, TAW and VALDORIO- are in charge of carrying out the 3D and 2D models of the VR ProjectX, DYPSELA take the responsibility of selecting the devices and the interface to the virtual reality, and Valdorio, GUIA, IBW and Xabec are responsible of making the script. Third step consists of programming the virtual reality module. The responsible of this step are the technicians of DYPSELA under the supervision of the other partners. Finally, during the fourth step, UPV-TAW will implement the VR Projects in the e-learning platform for the learning management according to the ECVET system and on the basis of common learning outcomes. A meeting have been programmed at the end of each step, in order to validate the tasks done during the previous step and to coordinate the tasks of the next step. Moreover, some tests have been scheduled to get feedback from VET students and adult education. Finally, some multiplier events have been organized for the dissemination of the VR ProjectX to advertise the product to the target groups: student of secondary school that are interested in apply for a VET qualification, VET students that are interested in apply for mobility, and workers interested in getting an accreditation by e-learning.VR ProjectX is the new step of the previous projects TOPMOST and One2One to update the ProjectX methodology to the digital era by the application of virtual reality. The new tool will be available to the INNMAIN partnership for the mobility of students and teachers, and can be enriched in the future with new VR ProjectX's in the e-learning platform."

"The project ""FIFT - Training Business Family Territory: growth through new alliances"" aims at the exchange of good practices related to the school/work alternation training model. FIFT is therefore born in this European context where the partners intend, by the project, to deepen the founding elements of school/work alternation pedagogy conceived in the different European dual systems, and which therefore concern not only the school / training center and the company, but look with great attention also to the other two actors of this model, the learners with their families and the territory / community of origin as a whole. The partnership through the project acted on: - increase the knowledge and the awareness of staff and organisations involved on the methodology of the school-work alternation; - promote the WBL educational model according to the indications that Europe is addressing to the Member States; - promote exchanges between the educational system, the territory, the company and the society; - promote new or better practices to meet the needs of young people and to address the variety of learning outcomes resulting from geographical and socio-economic disparities;- increase the cooperation between several actors; - strengthen cooperation between AIMFR members in Europe. The partnership consists of 7 entities (Cefal ER - leader, FARI, EFA GALICIA, EFA QUINTANES, EPVR, ABU gGmbH, CFA MRF) from 5 European countries: Italy, Spain, Portugal, Germany and France. All partners have experience, learning and organizational models related to the dual system, to the apprenticeship and in general to the work / experience based learning models. The exchange of good practices, aimed by the FIFT project, took place through various types of activities: - 5 transnational meetings in each of the 5 countries involved. They were organized on the model of study visit / follow up meeting. The last one, the fifth meeting, was online- virtual joint staff training: a comparison and re-elaboration of the various study visits in the light of the different models applied and / or experienced in the countries through a comparison between ""peers"", led by on site experts. The project achieved direct results on the participants in the transnational meetings and in the joint staff training in terms of knowledge and skills related to the work/experience based learning methodologies. Moreover, the FIFT project partnership promoted communication, information and dissemination actions meant to reach a heterogeneous target of actors representing the adopted methodological approaches: companies, community in its various institutional expressions, families and their associations, other centers or vocational training centers, their networks / associations at national and European level. Through the Transnational meetings we met and involved- more than 50 directors, coordinators and trainers, - more than 25 trainees, - more than 10 training centres, - more than 14 companies - more than 4 public institutions Through the Joint Staff Training Event we involved at least 70 trainers, coordinators and experts in each of the 3 days.The deliverables that can be used by anyone interested in the items of the FIFT project are:12 Good practices related to work/experience-based learning methodologies6 video interviews with some protagonists of the GERMAN DUAL SYSTEM (students, teachers, trainers, parents and Chamber of Crafts)4 video interviews with some protagonists of the alternance methodology model in Spain (students, teachers, trainers)1 video interview with Miguel Ángel Ariño - IESE Business School on the social impact of business in the training of young people"

"WISE (Working in Soft Skills for Employment) is an exchange of good practices with the aim of supporting the trainers of VET organizations in finding ways to transfer soft skills for the labour market to participant of VET courses, especially initial VET education. In order to promote VET “as a first choice” for learners to discover their talents and to advance in learning and career, is necessary that VET provides high quality curricula and skills needed in the labour market. In addition to adequate technical and professional skills, companies nowadays look for employees owning a wide range of ""soft skills"" (e.g. creativity, persuasion, collaboration, adaptability, emotional intelligence, problem solving, critical thinking, communication, time management…).VET Providers then have the commitment to facilitate the acquisition of soft skills within the VET pathways.As for technical skills, learning is generally based on theoretical lessons and then practical examples followed by a work-placements in a company but, in the case of soft skills, the learning process is not the same and requires very specific and innovative teaching methodologies.Some countries have adopted reforms that have structured innovative VET systems, some are struggling to overcome regional differences some others have just started focusing on these topics. The partnership aims at exchanging good practices on tools and methodologies to improve and empower soft skills in trainees. The nine partner organizations come from Italy, the Basque Country, Finland, Norway, Denmark, Estonia, Portugal and their core activity is the training of vocational subjects to students (14-19 years of age). The methodologies for transferring soft skills will be exchanged keeping in mind that they will be useful for the insertion in the labour market. Each partners will involve stakeholders coming from the business sector so as to have a point of view of the companies that normally insert the students for work- based learning experience (WBL). The ""success factors"" will be identified, as well as the needs of the companies and the trainers.During the first phase of the project the partnership will exchange and analyse methods and tools according to indicators agreed during the first transnational meeting: in accordance with the priorities set by the European Union to raise the competencies provided by VET organizations and their trainers, 2 learning activities (""Short Term staff Training Event) will be organized. The events will take place in the Basque Country and in Finland, which have in the past few years developed innovative methodologies supported by VET systems reforms and are the frontrunners in this field. Trainers from all the partner organizations will be involved: they will mainly be trainers who are normally the link with companies but they can also be trainers of general or specific subjects inserting the soft skills focus in their lessons. Three transnational project meetings are also foreseen to manage the project. Therefore, the main aims of the project are on the one hand the exchange of good practices and on the other hand, starting from the findings, also the building of a future project of ""development of innovation"", developing tools and methodology that can be transferred to other contexts and courses of the partners."

The project is based on the NLQAVET model of Quality in VET which emphases the interdependency of quality system, quality culture, quality awareness and quality behaviour as fundament for sustainable implementation of improvements actions.The key factors for quality in VET can been seen from 2 different perspectives: The visible factors which include the quality system and the quality behaviour of staff, and the non-visible factors: the quality awareness of staff and the quality culture of the VET provider. The project will emphasis these non-visible factors for the development of high quality work through systematic comparing, exchanging and learning from day-to-day practices between Specialised VET providers and Regular VET providers in national and International settings.The EU policy on VET is encouraging INCLUSIVE Education and Training for All. The policy is encouraging partnerships and close cooperation between special VET providers and regular VET providers that creates the basis for a more inclusive approach on education and training.The project is based on using capacities of specialized and mainstream VET providers in creating valuable learning arrangements that results in improving current the performances and to explore opportunities for inclusive education for all. The area of quality therefore is introduced a common areas for better understanding of their practices and way of working. The project therefore has the following objectives:1. Improving the overall quality performance and quality culture (performance of Quality culture assessment tool) of special and regular VET providers by systematic benchmarking and bench learning.2. Contributing to inclusive education by creating sustainable partnerships between specialized VET providers and regular VET providers for the benefits of all learners.Prior to the project, a comprehensive needs assessment of quality culture aspects and Eqavet aspects will be carried out by all partners. The needs assessment will carried out with a questionnaire on Quality Culture aspect (Quality Culture survey) and a questionnaire that collect information of needs of the project partner on the building blocks of the Eqavet model: management culture, approaches that reflect provider circumstances, culture of self-assessment, support to training of staff and using feedback and data for improvement. Based on the needs assessment, all partners will identify and carry out two improvement initiatives: one initiative to improve quality Culture and one initiative to improve performance on EQAVET building blocks.In 8 transnational project meetings (= learning arrangements) of three days each will be organized. The topics for these learning arrangements will be derived from the needs assessment that is carried out prior to the project and linked to the improvement initiatives of the project partners. At these learning arrangements three main activities will be carried out:1. Systematic bench marking on agreed quality culture aspects and on aspect of the Eqavet model2. Bench learning activities: exchange of information, performance, interventions and daily practices with the aim of improving current performance and current practice3. Additional training by experts on quality cultural aspects and on identified aspects of the Eqavet building blocks.Expected results:1. Successful implementation of an improvement initiative related to one aspect of Quality Culture. (total 10 improvement initiatives)2. Successful implementation of an improvement initiative related to one of the EQAVET building blocks (total 10 improvement initiatives)3. Methodology on systematic benchmarking and bench learning.4. Curriculum of specific training modules related to Quality Culture Aspects and Eqavet building blocks.5. Signed agreement for sustainable partnership (continuation of cooperation) at national and/or national level to explore the feasibility and conditions for Inclusive education for all.