The project is situated in a socio-labor context characterized by the presence of adult groups with low professional qualifications and few skills to successfully tackle the job search, especially in an increasingly digital environment.Our main objective is to improve the training of professionals and the ICT tools at their disposal, aimed at increasing the job opportunities of the unemployed in that environment through online resources.To achieve this goal, mechanisms must be put in place that provide to the unemployed with fewer opportunities, skills and procedures that improve their baggage and digital skills. We intend to access adults at risk of exclusion (long-term unemployed, migrants, over 45s, women with family responsibilities and earners of minimum incomes) through training and mentoring online provided by expert counselors. The methodology will be based on personalized itineraries that integrate mixed training modules (face-to-face and online), individual and self-help group support, and personalized tutorial follow-up.We intend to obtain practical results in terms of the number of indirect beneficiaries (200) and the number of job offers (reaching at least a third of them), and in aspects such as: increasing the use of TIC platforms and applications linked to search of work; guarantee the participation of social agents (NGOs, social services and entities that intervene with adults); launch best practice workshops and seminars; and improve the services provided by career guidance professionals. We aspire to generate a real impact in our environment, both in quantitative terms (people served and cooperation movements created), and in the development of methodologies that can be transferred to other territories (multiplier effect). In long term, we hope to obtain concrete benefits, such as the labor insertion of people in situations of social disadvantage and the introduction of a “modus operandi” that, through digital assistance to the unemployed, removes barriers and facilitates social inclusion.

"After the first QUAL4T project, that focused on quality awareness by individual teachers, it deemed only a small step to a follow-up project named: Further Quality Improvement in European VET, guiding teacher Teams in their strategic planning (QUAL4T2). In QUAL4T2 the project partners aimed to contribute directly to the improvement of outcomes of quality systems in Europe's institutes, by investing in teachers’ professionalization to develop more effectiveness and involvement of teachers/trainers in the quality strategic planning. After evaluation and analyses, as a follow up teams need to set aims and plan actions for further improvement. In the 0-questionnaire teachers stated that they feel they don’t have enough knowledge and tools to write a good year plan, and that often they daubt if they are performing the right actions for the aimed improvement or change. So the project partners started to develop products fitting with the needs of the teacher teams!Quality guide and toolkit for teamsThe guide and tools were first developed in a pilot version, so that they could be tested and improved. After the pilot in the five partner organisations we could conclude that the Quality tools and the guide that we tested, inluenced both the teamculture as the efficiency of the team plan in a positive way! Nevertheless, the partners from Netherlands, Spain, Denmark and Italy asked the teams once more for feedback, and guide and tools have been improved for the final version. The Greek partner desided as an extra to test a number of tools as well, delivering extra input for the final versions. The transnational pilot report gathered all the outcomes of the pilots per partner, and also overall outcomes. SWOT analyses have been included in all partner chapters. The themes for the Qality tools are: A - Working on a quality culture for teams, B - Tools for an effective team year-plan and C - Team plan models. Tools from these theme's are for instance: Lighthouse, Feedback giving, Route to a team plan and Risk analysing. All tools have been published in Word-documents, so that teacher teams have the option to adapt the tools to their own situation.Story book This good practice guide is built up as a story book. In this book, readers travel through five Vocational Education and Training organisations in five European countries (NL, ES, EL, DK and IT) and enjoy the stories gained from teacher teams. Readers learn about the frustrations when something did not go as well expected… Share the euphoria when a success was reached… Enjoy these precious stories in which teams really move forward to further excellence in Vocational Education and Training! The Story Book includes many pictures of teams in action. It provides easy to read experiences, and may help other teams in Europe in their travel towards a good team plan.Training programmeFinally a five day transnational training programme took place in Rome, for a mixed group of partners' staff, thus preparing the participants to be ambassadors for the project after the project ends. All participants in the training event found the project results very relevant for their work. Some were less experienced and they were very happy with the training. Even the more experienced mentioned that they found very useful the exchange and they learned about new tools to implement in their quality assurance system. Based on the revised training, a program was developed that is available online for all EU schools or training centres. Like all the final products the training program options have been published on the website www.qual4t-project.org free for use. But also through the EACEA disseminiation platform, European schoolgateway and websites as EQAVET and EfVET the project products can be found.EvaluationThe project meetings and the project process and products were all evaluated with the aim to further improve after reflection of the previous period. One partner testimonial in the latest evaluation: ""In this final semester of the project it is possible to reflect on the reactions of the target group. It is difficult to score the Quality guide, as this guide is integrated in the explanation of the three themes of the Qualty tools. The tools are the real documents that teams use, and with the explanation of the guide the combination is very effective. This is the same for the Story Book, being a red line in workshops, integrating tools where needed, depending on the target groups. In the end, we always return to the office empty handed, while we took extra hard copies with us to workshops… ImpactIn all partner organisations a sustainable impact has shown. Besided this, also expected impact is shown on national level. The seven Multiplier Events prommiss good mainstreaming after the project life time and a new transnational training has been planned for 2020! Altogether QUAL4T2 project helped to make VET a bit more attractive!"

The Council of the European Union (2009) has as a key strategic objective the promotion of equity, social cohesion & active citizenship. It outlines that 'education & training policy should enable all citizens, irrespective of their personal, social or economic circumstances to acquire, update & develop over a lifetime both job-specific skills & the key competencies needed for their employability and to foster further learning, active citizenship and inter cultural dialogue' (pg. 119/4)The SCOPE project aimed to develop a transnational partnership with organisations working in an employment, guidance and/or VET setting with client’s who have drug misuse problems, & who are currently providing services to enable them to re-integrate into society through education, training & employment progression pathways. The overarching goal of this partnership was to share current practices, methods & experiences with similar EU organisations, with a view to establishing a model of best practice & guidelines for implementation, that could potentially be piloted in VET associated organisations .A core objective was also to document & strengthen quality standards in career guidance and job seeking support for this extremely marginalised groupThe activities carried out by the project partnership to achieve theses aims & objectives were:•Focus groups with jobseekers, stakeholders and practitioners: In total 42 focus groups were carried out across the partnership. These focus groups acted as a knowledge exchange & gathering exercise, to appreciate the current VET provision of services for high support, drug dependent jobseekers, along with the clients experience of engaging with these services.•Transnational meetings & study visits: these study visits and meetings were an opportunity for partners to engage with the best practice models for supporting the target client group through the VET system. Over 12 best practice study visits were arranged during these meetings. •Case study compilation: the partners carried out local desk research to establish alternative best practices that could not fit into the meetings agendas. This bolstered the numbers of case studies to collate appropriate information for, ensuring a broad range of client, practitioners and stakeholder experiences were accounted for. •Widespread dissemination activities took place through local, regional, national and transnational target groups. This dissemination has resulted in long term impacts and ongoing sustainability of the project results. The project also created a website https://scope.home.blog/, 2 project newsletters and a project leaflet to support this dissemination.Throughout these activities the project has achieved a number of deliverables and resulting impact:•Scope Best Practice Framework: a framework of best practice has been created to engage marginalised clients, who have ongoing or potential drug misuse problems, in the most appropriate way through VET services. Using exchange of best practice, study visits, along with focus groups with jobseekers, practitioners and stakeholders, the Scope partnership have developed a new methodology for engaging these clients. This methodology focuses on five principle of best practice in which VET service should always seek to utilize when providing services to these at risk clients. These principles are bolstered by a full framework of implementation, along with a client threshold which identifies the most appropriate level of intervention according to the client’s profile.•Scope Website: the website acts as an ongoing dissemination tool and information resource for VET organisations who aim to implement the results of the Scope project•Implementation: a number of organisations have already begun to pilot the results of the Scope project; in 2018 the City of Stockholm adopted a new program surrounding policy’s regarding alcohol, narcotics, doping and tobacco. The program contains different goals and activities for the entire city. Amongst them is creating a strategy for the city regarding young adults using drugs where Jobbtorg Stockholm will be one of the partners. It is planned that the results of the Scope Project, including the framework will be utilized, directly impacting the program design. 6 organisations (Ireland, Portugal, Sweden, Romania, Germany and Italy) participated including VET providers, employment services, community based organisations, and research consultancies. The Impact of this project is evident at delivery level, most specifically in terms of career guidance and VET. Partner organisations have increased capacity in terms of appropriate services and understanding of client needs. The potential impact on job seekers in the longer-term is increased well-being both physical and psychological, and improved support enabling access to VET and quality sustainable employment.

"With the advent of social networks, the percentage of people who read content and who share or comment on it has increased dramatically, but unfortunately this participation has not gone hand in hand with an improvement in the ability to understand the text, in the sense of interpreting it, to be able to read between the lines by drawing up their own conclusions. This is clearly shown by the results of the OECD Pisa tests, which measure reading literacy in order to achieve one's goals, develop one's knowledge and potential and play an active role in society.There is an overload of information, there is still much that is unknown. Digital media allow for the spread of unverified “research” claims and the knowledge base itself is rapidly shifting as we learn more. The stage is set for disinformation and fake news.Education has an important role to play in helping students, teachers and indeed the broader public understand what evidence to trust.As the COVID-19 pandemic continues, so does the volume of related news information, leading to what has been called an “infodemic”. While the issues of misinformation (the spread of false information, regardless of whether there is an intent to deceive) and disinformation (the deliberate spread of false or misleading information with an intent to deceive) have been widely studied and discussed, COVID-19 throws into sharp relief the challenges and consequences of this important policy area. Disinformation and misinformation about COVID-19 is quickly and widely disseminated across the Internet, reaching and potentially influencing many people.The spread of disinformation framing minorities as the cause of the pandemic has fuelled animosity against ethnic groups, motivating a rise in discrimination and incidents of violence in what has been characterised as “coronaracism” (OECD 2020).To face this kind of misinformation, using logical arguments and ""classical"" training , do not seem to be effective strategies against fake news and fake fact that often using other languages, not always consistent and based on the principle of non-contradiction. For this reason this project intends to experiment other languages, always Youth based, to communicate and training on these topics:- Equipping VET trainers with a resource pack on digital practices and tools- Equipping trainees with digital tools, to detect fake news and to promote conscious use of social media, to stand against manipulation- Promoting equity and inclusion by facilitating conscious and critical access to media, social and digital contents, to vulnerable youth against manipulation and misinformation- Contrasting hate speech, racism, sexism, populism, misperception and misrepresentation tackling fake news, “coronaracism” phenomenon and “post-truth” on social mediaThe project will involve trainers from VET sector as well as trainees, also within local and trasnational exchanges and Advisory Groups, as we do believe in co-participation and co-design of new innovative practice in order to tackle disinformation. The project is developed transnationally as media literacy has no boarder. To contrast hate speech, European cooperation in this field enables us to ‘bring to life’ the concept of 'act local, think global' for young people, promoting European values in VET sectors, promoting active citizenship and social inclusion, media educated trainers and trainees able to detect and report fake news.The FAKE project involves 4 VET focused organisations and a technical digital partner from 5 European countries, working together over 24 months. Led by Eurocircle, the main providers of young people international mobilities in Provence Region, with partners from Italy, Germany, Lithuania and the UK, the results of FAKE arise from the co-design, test, validation and production of new curriculum and digital material for trainers and trainees in order to tackle fake news. FAKE is a complex project that will produce 3 substantial and innovative Intellectual Outputs and generate a range of sustainable results for the benefit of its participant organisations, VET trainers and trainees(1) A trainers resources pack, comprising a the most up to date learning material on digital practice and media literacy(2) A digital playground with 3 learning paths (beginner, intermediary, advanced) allowing for co-design and co-production of digital tools (visual novels) among trainers and trainees(3) An online Hackaton, in co-production aiming at deconstructing a maximum of fake news by creating the digital tools to do soAll 3 IOs will be punctuated by trainings: online webinars and local trainings and testing in order to give participants all knowledge to be able to co-design the tools A series of other concrete results accompany the IOs, including:- a transnational joint staff ‘train the trainer’ event - a transnational small exchange for VET trainees- 4 TPMs- 4 multilplier events- a final international conference"

Information, Advice and Guidance (IAG) and Career Guidance is critical to the effective functioning of VET. IAG relevance and quality are critical to ensure that pupils, learners and trainees are equipped to manage transitions in the labour market – with strong consequences on VET systems’ commitment to equity and social inclusion. Not only does digitalisation affect the labour market, its impact is felt in provision of all aspects of VET (CEDEFOP, DigitalGap during Covid-19 for VET learners at risk in Europe, 2020). The Covid-19 crisis has shown that there is no digital inclusion without social inclusion. A generation of VET learners have seen their education and training interrupted – this population could suffer severe disruption of their learning if continuity of VET is not ensured, The crisis has also highlighted that not all learners/service users have equal digital skills - and the same can be said for Guidance practitioners in VET services. There is an urgent need for supporting those involved in education through online training modules on digital skills and e-learning pedagogies’ and a need to develop further the digital competences of educators promoting their continuous professional development (CPD), involving them in future policy design and fostering their wellbeing. Yet, VET practitioners are often resistant to digital change, which impedes progress in digital transition (CEDEFOP, 2020). The Digiguide project builds upon the innovatory and transnational approach though predecessor projects Guide 2.0 (https://goodguidancestories.org/) and Good Guidance Stories Plus (Guide+), which have been exploring, testing and implementing innovations in the case study learning approach to competence development for improved IAG practice. The main target groups of DigiGuide are, therefore, IAG practitioners, trainers and counsellors in the VET field; VET managers and, in the context of dissemination and wider impacts, policy makers on the regional, National and EU level concerned with VET, employment, IAG and social inclusion policies.DigiGuide will combine the validated and immediately usable case study method with a new digital dimension; maximising potential for interactive learning, while keeping the highvalue of exchange, interaction and identification which have been realised as Guide’s strengths. The work plan leads to the achievement of 3 innovative, interconnected IOs:IO1 Case Study-based Guidance Learning Resources: a suite of 4 interactive case study-based innovative and practice-led resources that align with the need for the CEDEFOP Guidance competences with particular relevance to innovation in a digital age in IAG in VET practice IO2 Digital Readiness Syllabus and eLearning programme: to enhance the digital competencies of IAG practitioners, through experiential, blended learning for IAG practitioners available online in a Learning management system (Moodle), aligned to modules underlined by the DigiComp Framework in relation to (i) Communication and Collaboration, (ii) Digital Content Creation and (iii) Information and data literacy (Problem-solving) IO3 A Self-Directed Learning Guide for Guidance Services Managers for Digital Transformation and Readiness, providing structured learning material and guidelines for Mangers to design and implement digitisation strategies and programmes in their VET organisations and amongst their guidance practitionersIts methodology centres on three tiers of participant-led development through the direct input and involvement of some 100 IAG practitioners and service managers: First, an online, transnational Community of Practice (CoP) of professional staff from the partnership, operating throughout the project at the strategic level through which content and practice for each of the IOs is developed; second, action learning sets in partner countries, in which IAG practitioners contribute to and validate contents in localised languages and contexts for IO1 and IO2; third, localised task groups of IAG services managers and supervisory staff, informing and validating contents for IO3. Ultimately, DigiGuide brings together IAG and Digital competence development in VET to: i) improve, consolidate and expand the digital competences of IAG practitioners, where they can continuously access and benefit from high quality e-learning resources ii) support VET providers in planning and implementing the needed digital transformation in IAG to better respond to the labour market evolution and societal changes iii) promote a cultural shift for the IAG sector in VET, where the digital transformation of the labour market can be fully taken onboard in their daily work, allowing a wider and meaningful use of digital resources for staff training, gaining knowledge and relevance on the labour market digital transformation and being able to direct clients towards it.