Annex attached: Full Promote WBL final report.European challenges need to be tackled with a European approach with expertise from different stakeholders of different countries, with different expertise in WBL. Our collective objectives have been:•To promote entrepreneurship skills in VET to help students maximise their learning experience and increase their employability•To provide training opportunities and tools for teachers to promote effective WBL and prepare their students for it•To promote effective WBL in Europe, focussing on apprenticeships and WBL stimulating entrepreneurship •To foster a tradition of communication and enhance collaboration between key players in WBL (Vet providers, learners, business mentors, businesses in general, social partners) Partners: Creative Alliance from the UK are a training company that specialises in work-based learning and apprenticeships and so provided expertise in terms of content. Cognita from Croatia are a e-learning / on-line learning company and provided expertise in course design & construction. Innogate from Spain are an intermediary body that provided expertise in terms of project management and how to best deliver the Intellectual Outputs. MateraHub from Italy are an entrepreneurship development agency and provided expertise in the content & approach towards the core entrepreneurship training that ran through the whole programme. SEGE from Greece are a social enterprise. Syntea from Poland are a specialist ICT training company and provided specialist support in the design of learning resources. EfVET from Belgium are the European Forum for Technical and Vocational Education and Training and provided specialist support in terms of dissemination. Activities undertaken: production of 7 intellectual outputs(handbooks, website, e-learning platform, peer to peer learning groups, reports), 2 multiplier events, 1 training event, 4 transnational meetings, monthly steering committee meetings and extensive project management and dissemination. Impacts: From internal minor meetings to the successful multiplier event in the UK & the far-reaching dissemination of the project - promotion of effective WBL has been key. The LinkedIn is a space where case studies, best practice & latest news/articles are shared and discussed. The Promote WBL project has used its collaborative voice to spread the benefits of work-based learning to a broad range of connections directly resulting in employers engaging with new learners. The support manual for VET Teachers is for those VET teachers who carry out / are interested in carrying out entrepreneurship education. Alongside all contents of the online training course, it contributes to achieving the project’s objective, that is to “promote effective WBL in Europe, focusing on apprenticeships and WBL that stimulates entrepreneurship” by providing specific support to VET teachers. The manual is to function as a support and information tool that is complementary to the training course for the VET teachers involved in the support and promotion of WBL. The manual is integrated into IO4 and serves as a tool for the VET teachers to apply their skills by helping their students and by engaging in collaborations with business partners for WBL. The manual provides VET teachers with a set of tools and guidelines on how to create success stories to promote WBL; extra resources and links to support WBL; tips, hints and tricks for effective communication with businesses and students; additional information (such as on-going events of interest to them or their students); case studies / further readings; information on external support and events that can contribute to effective matchmaking between students and companies. The notion of ‘improving VET teachers’ skills to act as catalysers’ has been interrogated by the project and systems developed to find new, better ways. VET is such an integral aspect of the educational system enabling people to be trained for work, it also begins to improve other aspects of our society such as social inclusion. VET teachers need to balance a knowledge and experience of the industries they specialise in whilst also developing their own teaching skills to manage learner needs and teaching environments. This project has created a community of VET teaching providers – like the LinkedIn group and the social media platforms. In creating a space for shared experiences and best practise, these passionate professionals can work together – beyond the boundaries of borders – to achieve the best. In order to act as effective catalysts, VET providers need to know that they can access the tools and resources to support them in the work that they undertake – all of the outputs created by this project seek to act as foundations for our VET providers, to support them and be points of reference to call upon as needed. They are there to provide insight and confidence, and a confident catalyst is an effective catalyst.

The e-MOTIVE project is born after a previous experience of cooperation among higher VET schools located in Spain. That experience, named as Intercentros, consisted of the joint design and evaluation by VET teachers of a challenge/activity to be solved by VET students from different higher VET schools (located in different provinces). This way, students working in groups mostly on-line had to solve that challenge, developing different digital and transversal skills (on-line work, communication, teamwork, organization...). This working methodology has been applied in different areas (mechanical design, ICT, mechanical manufacturing) as a simulation of a real work situation and has been so successful along time, that the e-MOTIVE partners decided to add the variable internationalization to enrich it, as most of companies work nowadays in an international context.The e-MOTIVE project is perfectly aligned with the priorities of ERASMUS+, as it contributed to the achievement of the following objectives:- Development of transferable competences of higher VET students and teachers.- Promote blended mobility of higher education students and teachers.- Enforce content and language integrated learning in higher education.- Facilitate the comparison and equivalence of different education systems across Europe.During the first half of the project, the partners defined a cooperation methodology, based on the previous experience of Intercentros, to be applied by higher VET teachers and higher VET students. On the basis of this methodology, partners also developed a manual to be applied specifically in the provision of the course “mechanical manufacturing design”. The methodology and the manual gather all the aspects needed to guarantee an efficient cooperation among higher VET teachers and students: how to form the working groups, definition of roles, competences to be developed, evaluation tools, working calendar or communication among students taking into consideration their geographical distance and the use of a non native language for their communication.In each of the higher VET schools involved in the project (3 in total), a group of students was selected (13 students in total) within those of the last course of the specialty of mechanical manufacturing design. Students, from 3 centers located in 2 different countries, needed to work together (in a blended mobility way) to solve a challenge proposed and agreed by their teachers, the design of a wind turbine.Prior to their cooperation, students received training in the PBL methodology, intercultural communication and the necessary ICT tools for distance communication and virtual work. This training involved the mobility of the students from Spain to Italy so they got to know each other before starting to cooperate and they received this training together. Italian students also took part in a mobility learning activity in Spain, where they and the Spanish students presented the results of the challenge solved through virtual cooperation.In parallel with these activities, the e-MOTIVE partners also worked to create the e-MOTIVE matrix to provide standardized and comparable information on higher VET courses. This matrix gathers information about learning outcomes and competences (technical and transferable) for different specialties in different higher VET centers across Europe, to make cooperation and exchange of resources easier among them.The project has had an important impact on the partners and the participants in the project. Both teachers and students have increased their English skills, their ability to work in an international team, their digital competences for virtual work and their ability to readapt the organization of their work, combining different systems and ways of organization. Besides, partner organizations and everyone involved increased the knowledge and expertise in the use of EU transparency tools. The intellectual outputs developed during e-MOTIVE had and/or are having an impact also in other schools not directly participating in e-MOTIVE. That is the case of all the schools which contributed to provide information about their higher VET programmes for the e-MOTIVE matrix. In most of the cases these schools were not familiar with EU transparency tools or the use of learning outcomes to describe higher VET contents. With their cooperation in the project gained higher awareness and knowledge in this regard.As for the long term, we started e-MOTIVE as a pilot experience to incorporate internationalization in higher VET programmes, This way, next academic year we will have 2 e-MOTIVE spin off projects:-e-MOTIVE design: in the area of mechanical design-e-MOTIVE SHARE: in the area of ICTIn these new editions, it is foreseen the participation of 24 students and 6 teachers. e-MOTIVE was developed to stay and in the next years is our intention to extend this cooperation methodology to other higher VET areas and schools.

<< Objectives >>MAKE IT HAPPEN gathers 10 complementary partners (France, Spain, Italy, Germany, Portugal and Belgium) committed to promote and develop inclusive European mobilities for VET learners with disabilities. The project aims to support the mobility operators to enlarge their actions to VET learners with disability. It also works toward supporting VET organisations and social educational organisations to give their learners with disabilities Erasmus+ opportunities.<< Implementation >>RESEARCH PHASE with the design of the chart and the development of the methodology1 JOINT STAFF TRAINING with 17 staff to be trained on the METHODOLOGY1 IMPLEMENTATION PHASE to put the methodology into practice: 26 learners with disabilities will go abroad for a VET mobility with 16 accompanying tutors. Preparatory visits will precede those VET mobilities (14 staff)4 TRANSNATIONAL COORDINATION MEETINGS to monitor the project’s progress18 MULTIPLIER EVENTS to promote the results<< Results >>COMMITMENT CHART with INSPIRING PRACTICES, a GLOSSARY, a COMMITMENT on shared vision and values of inclusive mobilityMETHODOLOGY with GUIDELINES/TOOLS, a 25h-TRAINING COURSE piloted with 17 staff, 26 mobilities of VET learners with disability and 16 accompanying peopleNETWORK OF 100 SOCIO EDUCATIONAL & ECONOMICAL ACTORS, 9 NETWORKING ACTIVITIES, 18 MULTIPLIER EVENTS promoting inclusive mobilities to 330 peoplePROMOTIONAL TOOLS with 8 LOCAL VIDEOS, 1 MAKE IT HAPPEN VIDEO, 1 TEASER, 1 WEBSITE

European Business Baccalaureate Diploma (EBBD) is a diploma, which was developed within previous Comenius-project in 2010-2013. The need for this kind of diploma was born because of the objective in many EU-countries, that the whole generation should get upper secondary education. In vocational education and training (VET) this has caused that the level of students’ skills and competences differ greatly. Therefore, companies and the institutions of higher education find it difficult to recruit VET students. In this situation, the best students have felt the need to stand out and demonstrate their skills and competences on an excellent level. The main objective was to improve VET students’ employability and possibilities to further studies. To support this the project aimed to enhance the attractiveness and relevance of VET to meet labour market needs, to support transparency and recognition in EU, disseminate best practices of assessing key-competences and the use of learning outcomes in curricula, enlarge the target group to adults and thereby validate non-formal and informal learning and to simplify the accreditation process.Eight partners are vocational colleges in business and administration and six of these have also adult education. University in UK educates vocational teachers, has broad expertise on VET and was the product evaluator. EfVET is an international association of providers of vocational education and training. The association EBBD e.V. was established in Germany for co-operation of secondary level Business Education in Europe and manages the accreditation process of the EBBD diploma as well as ensures the sustainability of project results.To communicate efficiently the project had 6 transnational project meetings, 20 skype meetings, smaller work groups, emails, individual phone calls and google sites page, where all the project’s key documents are stored. For reporting the partners have sent one Interim Report, summaries of their multiplier events and cost documents. Dissemination and exploitation plan for the project was developed and partners have also written National Dissemination Plans. The project also developed a web-based customer management system.The EBBD curriculum was modified to include adults, which brought the recognition and validation of non-formal and informal learning. We also implemented the descriptions of learning outcomes on an outstanding level of competence, which have labour market relevance in Europe and qualify for higher education. We produced training materials and held seven national dissemination events, one international dissemination event and two international round tables. All this has promoted use of competence based learning outcomes in curricula and assessment and recognition of non-formal and informal learning in Europe and also internationally.The project partners in Finland, the Netherlands and Germany will start teacher exchange in 2017-2018 and teachers are able to share ideas, test and develop teaching material. Some regional educational authorities have made EBBD as a common standard and they have assisted the implementation of EBBD.The project actively disseminated EBBD among VET schools, institutions of higher education as well as chambers of commerce, companies and governments widely in Europe and also internationally. Project created Facebook page and renewed website. The partners wrote 10 articles about EBBD+ project developments to EfVET Newsletter and articles to newspapers and magazines. The dissemination has improved recognition and sustainability of EBBD label. Around 20 new schools were accredited to provide EBBD which improves schools’ internationalization and branding and thereby competitiveness. EBBD has also identified skills shortages in curriculums and increased interest for CLIL implementation. The number of EBBD graduates has increased because of the active dissemination and larger number of accredited schools and there is already evidence that EBBD graduates have easier access to higher education and quality employment. The accreditation process has been simplified. It is web-based and has been tested to be efficient for the verifier and user friendly for the applicant.In the longer-term transparency of students’ skills and competences in Europe are enhanced by common EBBD curriculum since EBBD schools have a strong community where the know-how can be transferred. This promotes teaches exchanges and student mobility. The simplified accreditation process will further enlarge the network of EBBD schools and thereby increase the students’ possibilities for better employment and further studies.