"Our project made it possible to identify, among the countries present in the partnership, the skills, knowledge and levels of responsibility and autonomy that an e- Facilitator or Multimedia Animator in order to obtain the recognition of his / her competences and this whatever the process of learning by which it obtained them from the moment when the countries or internal organizations of the same country, would establish a ""Memorandum of Understanding"", a tripartite agreement signed by the entities and the person in training.We had to go through a first phase of comparing the different profiles existing within the partner countries before we could extract the core competencies, common to the five countries.Our partnership aims to achieve the production of three leading intellectual output and has succeeded:IO1: The business profile / common skills of the e-facilitator / Multimedia facilitator, based on the collection and comparison of the competencies identified in each of the five partner countries: France, Spain, Italy, Romania And Belgium. Available in English, French, Spanish, Romanian and Italian.IO2: The training profile required for the implementation of learning outcomes units organizing future training modules for the e-facilitator / Multimedia facilitator based on the ECVET recommendations. Available in English, French, Spanish, Romanian and ItalianIO3: Creation of an online training module on 'learning the basic skills of e-facilitator / Multimedia facilitator accessible in English, French, Spanish, Romanian and ItalianAs part of the project we have also created a guide for the e-tutor to allow the future development of e-facilitator / Multimedia facilitator online training. This production was not foreseen at the time of the writing of the project but was necessary in the context of the realization of the latter. This guide is available in English on the project website.In order to allow a better dissemination of the results of the project, we also created a website that hosts the e-learning platform (Moodle) on which the training module is developed and where all the project's productions are downloadable: http://ecvet4einclusion.eu/Our partnership is made up of structures active in pedagogy and social action:- AID for Belgium. A network of training centers for low-skilled adults with expertise in the ECVET system, AID coordinates this project- INFREP for France, initiated projects on e-learning with the Fundacion ESPLAI. She has, among other things, expertise in innovative pedagogy and social action with networks of e-facilitators.- Fundacion ESPLAI for Spain, as mentioned above, was also an e-learning project sponsor and ESPLAI also worked on the development of increased recognition for e-facilitators.- ARCI for Italy also has expertise in supporting disadvantaged groups, among others by developing tools for e-learning.- the ACDC for Romania, which is a key player in Romania and Europe for the promotion of social inclusion through their involvement in several networks for digital inclusion.The Intellectual Outputs are downlaodable on the website: http://ecvet4einclusion.eu/ and on the VALOR Platform."

STRAIGHTEN BASIC SKILLSStrategy To Raise Awareness and Improve, Generalize and Help Tackling European Needs for BASIC SKILLSImproving the accessibility of learning opportunities for adults, especially for low qualified employees and long term unemployed, with a view to training needs of workplace basic skills is one of the core areas of the European education policy. In the past a lot of projects in the EU Lifelong Learning Programme have developed different kinds of instruments and material encouraging the definition and implementation of new courses and curricula, teacher training and educational material for promoting approaches to employers and employees. Nevertheless there is a lack of full and systematic implementation. From these researches initiated in recent years, partners have learnt from the importance of the combination of factors in order to properly develop basic skills training. They are convinced that only the interaction of some influencing, successful factors could result into real improvements in basic skills for work.The innovative approach of the STRAIGHTEN BASIC SKILLS project will be the systemic view of all these successful indicators. Only taking into account many different aspects to strengthen basic skills trainings for adults will be successful and sustainable: What are successful environments, legal conditions, something like “vocational training cultures”, supportive collective agreements or agreements between the social partners etc. to provide work related basic skills trainings and make it acceptable or profitable for employers to join in those measures.But those enabling framework are not automatically successful without considering other indicators like the special pedagogical and educational training concepts, the access pathways to employers and employees, the professionalisation of counsellors and trainers, the quality assurance and evaluation of courses being offered, the involvement of all relevant actors in the field of work related basic education and the networking on regional and local level and so on. The STRAIGHTEN BASIC SKILLS project offers a multiperspective view and pools the successful indicators in a comprehensive strategy to effectively promote work related basic skills training for adults.Based on these observations, 6 organizations from Austria, France, Germany, Norway, UK and Romania, gathered together in order to develop the concept and methodologies at stake, and do adapt this model in their countries, approaching it through implementation of 6 pilot projects focusing on 2 of the success indicators defined in previously.In order to realize this, the project can rely on a solid partnership made of organizations which are expert VET providers in the field of work-based training, large-scale lifelong learning promotion bodies, and academic institutions, which all focus on the developement of lifelong learning access to low-qualified adults. These partners have a very good knowledge of the topics and target beneficiaries involved and can rely on their long experience in European cooperation to successfully develop their common proposition. The STRAIGHTEN BASIC SKILLS project expects the following results:1) STRAIGHTEN BASIC SKILLS Set of indicators (success indicators for implementing work related basic skills training for low qualified workers and unemployed) (IO1)2) STRAIGHTEN BASIC SKILLS Synthesis of Country reports (IO2)3) STRAIGHTEN BASIC SKILLS Experimental phase / country pilots (IO3)4) STRAIGHTEN BASIC SKILLS European roadmap (IO4), Policy recommendations/guidelines STRAIGHTEN BASIC SKILLS project intends to have a large impact especially considering the strong interest shared by the consortium members and their abilities to reach a large audience, either at level of education and training actors, policy makers and final beneficiaries which can be educational training entities, decision makers and financers, companies, intermediaries or trade unions. The project work program strongly supports the large impact on beneficiaries:- Awareness raising to the situations of low-access and dangerous low-mastering ofbasic skills in EU and highlinght of the success indicators developed;- Development of STRAIGHTEN BASIC SKILLS adapted pilots in 6 countries;- Valorization of the win-win STRAIGHTEN BASIC SKILLS methodologies to efficiently and successfuly implement basic skills training activities;- Creation of a large strong network of STRAIGHTEN BASIC SKILLS promoters at EU level.

ASSET - Strengthen interactions throughout the apprenticeship path between schools, enterprises and their partners on the territories There is a broad consensus in Europe about the benefits of apprenticeship in fostering youth employment and addressing imbalances in the labour market. However, in a number of countries, especially in France, Sweden and Italy, it is still a challenge to deploy secured and successful apprenticeship - i.e. to attract apprentices, to prevent youngsters from dropping out of training and to ensure their further integration in work or in higher education schemes. The analysis, in the frame of diverse European programmes and exchanges, of the difficulties and the conditions of success of these three countries’ apprenticeship systems, shows that they face a common issue: To make the actors involved in the process of constructing and accompanying the apprenticeship paths, to work in a more integrated way – as well at the individual as at the organisational level. On this basis and further considering the complementary experiences and competences they developed to handle this issue in very different national systems, 6 organisations from France, Sweden and Italy came together in order to: Develop and formalize a methodology of constructing and accompanying the apprenticeship paths, based on a strengthened collaboration and interaction of the involved actors, throughout the path. The target groups of this initiative are thus the actors (individuals and organisations) in the VET, business, professional guidance and employment areas, involved in developing apprenticeship on different territories. To attain its objective, the project relies on a solid partnership between VET–centres/schools/bodies which each have a benchmark position in their respective region, regarding the deployment of apprenticeship devices and the enhancement of training quality. It is enforced by two organisations that, in France, have a recognized and complementary expertise regarding the project related issues and a solid experience of project management and methodological development. The partners can further rely on their established experience in European cooperation to successfully develop their common proposition. The project will make the regional partners to work on their own processes of constructing and accompanying the apprenticeship paths (shortcut called CAAP-process in the application). Associating their local stakeholders in the project work, they will construct and appropriate the delivered methodology by steps, as following. O1 – A mapping and analysis of the partners’ respective CAAP-processes > to work out a model of an integrated CAAP-process O2 – A need and diagnostic analysis among regional users and actors of the apprenticeship paths (by seminars, survey, interviews) and a list of improvement needs of the CAAP-processes > to work out a categorising grid to support the need analysis of a CAAP process O3 – An inventory and proposition of different means to meet the identified needs > to work out a common set of proposals for re-engineering the CAAP-processes O4 – A sketch of a collaborative tool, > to draft key specifications and guidelines in developing and using tools supporting integrated CAAP-processes O5 – Simulations of challenging CAAP-processes, building on the developed supports and set of proposals > to work out methodological cases of re-engineering CAAP-processes based on strengthened collaboration and interaction between the actors to be involved. O6 – The formalisation of the methodology, including: > support grids, schemes and guidelines related to the steps of an integrated CAAP-process > the sketch of a collaborative e-tool with key specifications > three case studies illustrating how this methodology can be implemented in different contexts Having all a benchmark position, having reflected about the appropriate levers to use in driving the project in their respective countries, and planning to construct national specific strategies for the dissemination of the results, the partners intend to make a large group of target organisations appropriate the delivered methodology and thus to have real impacts on the deployment of quality apprenticeships paths in each country. Appropriating the methodology delivered will give the target groups (individuals/organisations) insights on how they can improve their way of better working together in acting in/supporting CAAP processes, within the constrains of their national contexts. It will have decisive impacts on their capacity of: - attracting students into apprenticeship - mobilizing competent companies to host them - securing the quality of learning at the work place - ensuring positive outputs of the apprentice curricula In this sense, the project will contribute at the long term to enforce the professionnal qualification and employabiliy of youth and better meet imbalances in each country

"In terms of support and integration of learners living with psychological disturbances, several observations are shared on the field:Vocational education and training (VET) professionals lack the knowledge, tools and experience to support and monitor these groups;More and more learners in VET organisations are affected by psychological disorders;These learners are more likely to drop out and abandon their training/integration pathway due to lack of adequate supportProfessionals in the sector declare themselves helpless in the face of this situation, not having references or resources adapted to the reality of VET in terms of support for these particular groups.In order to address this issue, seven partner organisations from six European countries came together to cooperate at European level on the issue of support for learners with psychological disorders. Actors from the fields of education, vocational training and socio-professional integration on the one hand, and experts in psychology/mental health and in the support of people suffering from mental health disorders on the other, have come together to develop common solutions thanks to a global approach to the challenge which brings them together.Thus, the Psych Up project aims at improving the support of learners living with psychological disorders during their training/education pathway, by paving the way for the emergence and professionalisation of ""psychological disorders referents"" in VET organisations in Europe. This objective will lead to two results:The adaptation of the support and training pathway for learners with psychological disordersThe development of a community of practice at European level to exchange and enhance field practices for the support of learnersThe project intends to reach its objectives by working on the clarification of the role, missions and competences of the ""referent in psychological disorders in VET"" (or ""Psych Up Referent"") thanks to its 3 productions A common function profile, highlighting the specific tasks, roles and competences of the Psych Up Referent, as well as six versions adapted to the national contexts of the partnersA common training framework, presenting the ideal training pathway for the Psych Up Facilitator: learning objectives, training contents, ...; as well as six versions adapted to the national contexts of the partnersA collection of resources for the Psych Up Referent, including more than 60 resources useful to professionals in the field for the discovery, management and support of psychological disorders in training Thanks to these common references, throughout Europe, VET professionals will be able to adapt and improve the support and supervision of learners living with psychological disorders in training, in order to guarantee them a better socio-professional integration"

"RO PULSE+ projectMatching skills and labour market needs: Impulsing a new generation of production schools for providing second chance environments addressed to low skilled young and adult unemployed with Erasmus+Everywhere in Europe, countries are facing the challenge of higher unemployment rates, which especially hit fragilized publics of youngsters (less 29) and seniors (more than 45) who have lower-qualified profile, often combined with social difficulties which may cause drop-outs and reluctance to training. In addition, Europe is suffering from a lack of sector-adapted technical competences as well as transversal job-oriented skills for a successful integration of the Labour market. In this context, alternative training, including apprenticeship or labour oriented training for young and less young adults have grown and many see in it an adapted compromise to tackle issue of unemployment. This is why interesting success model such as ""Production School"" have emerged and caught the attention of many actors in Europe. Developed in Denmark and implemented in different countries in EU and in the world, Production Schools (PS) have proved its efficiency in tackling the fragile situations of young dropped-out by valorising their work as employed persons in the school, thus raising confidence and will for getting trained again, and by encouraging the acquisition of transversal skills which can be valorised on the labour market. But the observation is that more people could benefit of this model as it is currently not enough developed in EU - only Denmark, Austria, Germany and France have implemented the model, whereas in Sweden and Finland the concept launched only recently. Also, production schools address a specific and narrow target group, which is turned towards youngsters, more often teenagers (e.g. 14-18 y. in France). Based on these observations, 7 organizations from Austria, France, Italy, Portugal and Turkey, supported by the French pioneer of PS in France, gathered together in order to develop the concept and methodologies at stake, and do adapt this model in their countries, directing it to 2 target groups:- low-qualified and / or drop-out youngs NEETs (Not in Employment, Education or Training) (16-29)- low-qualified senior / adults NEETs (45+)In order to realize this, the project can rely on a solid partnership made of organizations which are expert VET providers and sector-oriented representants in the field of work-based training and in insertion initiatives, notably for youngsters and senior adults facing exclusion situations and long term unemployment. These partners have a very good knowledge of the target groups involved and can rely on their long experience in European cooperation to successfully develop their common proposition. The PRO PULSE+ project expects the following results:1) Country-specific researches and analysis of the Production School characteristics with the purposes to adapt the concept and methodology to the new national contexts (IT, PT, TR) and new target groups (AT, FR): - Good Practices Collection (O1) - State of the Art Transnational Report (O2) 2) Practical guidelines and tool kits for adapting the concept and methodologies in each country (IT, PT, TR, AT, FR) : - PRO PULSE+ Model (O3) 3) Pedagogical material adapted for the training staff involved in running the Production school training activities, taking in consideration sector-specific needs (IT, PT, TR, AT, FR): - PRO PULSE+ eToolbox (O4) supported by a train-the-professionals and including a phase of national testings4) Policy recomandations guidelines to implement the PRO PULSE+model, on the basis of the activities and findings obtained within the project (IT, PT, TR, AT, FR): - PRO PULSE+ Guidelines (O5)6) Valorisation of the PRO PULSE+ model and large dissemination of the results (IT, PT, TR, AT, FR) - supported by the PRO PULSE+ Final Conference in France (E6) -PRO PULSE+ Open Educational Resources Platform (O6)PRO PULSE+ project intends to have a large impact especially considering the strong interest shared by the consortium members and their abilities to reach a large audience, either at level of education and training actors, policy makers and final beneficiaries. The project work program strongly supports the large impact on beneficiaries:- Awareness raising to the situations of lower qualified unemployed young and seniors in EU- Development of PRO PULSE+ model of adapted production schools in 5 countries- Valorization of 2nd chance environments provided by PRO PULSE+ in EU- Creation of a large strong network of PRO PULSE+ training units promoters at EU level"