"Due to the open labour market and an increased rate of migration, the recognition and validation of competences, from non-formal and informal learning, is one of the key topics in Europe today (EU COUNCIL RECOMMENDATION December 20th, 2012 on the validation of non-formal and informal learning). The basis of the EQF is the traceability of acquired skills which encourages the mobility of European workers, but a comparability of qualifications and skills is required. In addition to the ""formal qualifications"", non-formal learning plays an increasing key role. The European Qualifications Framework and its implementation in the NQFs set an initial basis for the comparability of learning outcomes (ECVET). Validation has become part of the policy agenda at European level.The starting point of the project Match2NQF was a transfer of the KøDE-NQF methodology which for the first time matched KODE®-Model for recognition and validation of competences, including those achieved in non-formal and informal learning, with the European Qualifications Framework as well as with National Qualifications Frameworks on the basis of the underlying Atlas of Competencies with its 64 competences in the four fields of: personal competency, competency of activity and decision-making, social communicative competency and professional/methodological competency.The project aimed to: - transfer and adapt the KøDE-NQF methodology to the requirements of the NQFs in France, Spain and Sweden - provide a set of enhanced tools and a handbook, developed in cooperation with experts in the professional areas, to be used in the field of career guidance in order to measure the competences of persons with highly developed competences and/or a lack of formal qualifications and to locate the need for parts of qualification/developing competences in order to have concrete tools that allow to transfer the European and National developments in terms of frameworks to practitioners in the project countries and Europe. Enhanced tools are developed for certain professional profiles in Germany, France, Spain and Sweden. A close cooperation with the competent bodies in all project countries emphasized the successful implementation of these concrete tools for career guidance staff.The project MATCH2NQF with its handbooks and tools reflects not only the EQF, NQF and ECVET requirements but also the sectors of highest mobility (e.g. Health, Manufacturing) and highest rate of future mobility (e.g. Tourism - Wellness) in Europe. The impact of the project was to: - strengthen the importance of non-formal learning experiences and their recognition and validation;- provide staff in the field of career guidance with knowledge, skills and competence (curriculum/learning/training activity) and a set of tools (for other professional profiles) that reflects the current European policy but also is to be used in the every-day professional life;- encourage a more positive attitude towards the EU values and instruments;- ensure a greater understanding and responsiveness to non-formal and informal learning and its recognition;- reinforce interaction between practice, research and policy for implementation of European and National Qualifications Frameworks.The project was directed in first line to the practitioners in the field of guidance and counselling (guidance counsellors, advisers, consultants, educational staff) working at educational and vocational institutions, and stakeholders and policy makers responsible for recognition and validation of competences acquired in non-formal context. Within the project activities at least 222 persons were reached directly through multiplier activities. The final beneficiaries of the project are: VET providers and other education which work in the field of measurement and validation of competencies acquired not only in formal education context but also non-formal and informal context, for example educational institutions for further education to universities working in the field of competencies assessment. Additional beneficiaries are those people who do not only have formal education and professional qualifications, but have highly developed non-formal and informal skills and competences, who move at the European or even global labour market and require a comparable recognition of their elaborate competencies, as well as persons who have acquired competencies and skills within non-formal context and want their skills and competencies to be validated."

CONTEXT OF THE PROJECTThe demand for jobs in the Transport & Logistics sector(s) which require ever increasing levels of qualification is growing. Additionally, national dynamics tend to extend to the European level: standardisation and certification, cooperation and coordination through social dialogue and exchange of common approaches, tools, and standards across different fields and Member States.OBJECTIVESThe ETL4ALL project (European transparent Transport and Logistics EQF level 4 qualifications for All) responds to these developments by ensuring that Transport & Logistics EQF (European Qualifications Framework) level 4 qualifications are available in the four partner countries (France, Belgium, Italy and Spain) and by making them compatible with the European Credit System for Vocational Education and Training (ECVET) to allow recognised mobility at EQF level 4.NUMBER AND PROFILE OF THE PARTICIPATING ORGANISATIONS•AFT (France) – coordinator of the project : Professional association in the transport and logistics sector•Le FOREM (Belgium) : Public Service for Employment and Training in Wallonia•CCGPE (Belgium) : Department of the Ministry in charge of secondary education (Federation Wallonia-Brussels) •GENCAT (Spain) : Government of Catalonia – Regional Ministry of Education•ITL (Italy) : Research institute in the fields of mobility, transport & logistics DESCRIPTIONS OF THE MAIN ACTIVITIES CARRIED OUT To reach its objectives, the first step was the development of shared references at EQF level 4 that are accepted and validated by all the partners of the project for the two profiles: transport and logistics and road freight driver. The second step was the drafting of concrete mobility tools to support learner mobility such as quality charters for training centres and companies hosting learners, the selection of training centres which will test and implement our results to organise recognised mobility and a template for the description of their organisation, as well as a learning agreement template.RESULTS AND REACHED IMPACTSDevelopment of shared references at EQF level 4 in transport and logistics and for the road freight driver:•National reports on the existing job profiles•Common job profiles corresponding to EQF level 4 •Occupational standards corresponding to EQF level 4•Competence standards for EQF level 4 qualifications in transport and logistics •Knowledge limitsDevelopment of mobility tools which have been adopted by NETINVET:•Quality charter for training centres•Quality charter for companies hosting trainees •Learning agreement template to support mobilityCreation of a network of training centres and schools ready to test our results and to implement recognised mobility at EQF level 4 in transport and logistics and for the road freight driver.Integration of these training centres and schools in the existing mobility network NETINVET. NETINVET is a mobility network of more than 70 training centres and schools from eight European countries. Mutual trust has been established to make learners mobile in the sectors of International Trade and Transport & Logistics.

"Get on www.daytripper.mobi, download easily the application ""Daytripper!"", get into the Erasmus community and DAYTRIP!!!!!The issuesIt’s not because a young person goes abroad that s/he is more “logically” able to work in a multicultural environment. Without a reflection on this experience, most of the competences used and acquired remain unconscious and under-used / under recognized. The transversal evaluation of social experiments on international mobility projects (Fonds d’expérimentation pour la Jeunesse, July 2012), based on more than 300 interviews of young persons underlines these facts. On the field, qualitative dimension of mobilities is frequently put aside for the benefit of administrative and logistical matters. Moreover, existing solutions (especially of preparation) are more about theoretical knowledge (language/culture), but soft skills are forgotten, ignored or neglected. We beleive that new technologies could answer this issue. In fact, the use of mobile devises is more and more democratic and connections are easy in Europe (roaming). More and more young people possess a smartphone. Our aimOur aim was to increase the quality and relevance of the support in Learning mobilities, using an innovative digital tool (web application available on smartphones, tablets and computers) to better accompany young people, capitalise their experience and value technical and human competences gained. Our operational answers1. The publication of a study, analysing the digital practices of the major stakeholders concerned by educational mobility projects and assess their needs more in depth. This study, through differents steps, has shown that there was a need to exploit the opportunities offered by the digital world, considering that existing tools are more adapted to communication than Education. 2. The adaptation, test and implementation of a digital logbook to better accompany young people during learning mobility projects. The innovation transferred was based on the experiment of an Innovative Digital logbook to value local territories (www.eva.travel). This application has been developed. It is called ""Daytripper"". It's a personal and confidential logbook, where users can storytell their own experiences and translate their expériences into competences. 3. The production of tutorials for tutors for a better on going support of young learners in their project, based on concrete experiences. A space on the Daytripper Internet site has been created: ""Daytutors"". People can have access to a series of tutorials gathering examples of practices. The product of the project (digital logbook) addressed directly the issues raised before: - Issue: not attractive tools and “heavy” use.o Our answer: the application is dynamic and inclusive. The work done with designers and “gamers” to guaranty the attractivity of the application and facilitate a daily use in learning mobility projects. Missions, easy access educational sessions, the opportunity to print easily an aesthetic logbook(…) reinforce their implication in the use of this tool. o Our answer: available on smartphone and tablets (in short, tools of the new generation), the application developed helps to gather data and experiences “on the spot”. Moreover, being easy to use in every daily moment, this application helps to exploit “dead minutes”.o Our answer: Our aim is to better collect data and elements that are easy to compile in a European transversal competences frame (AEFA). - Issue: lack of time (and “expertise”) in educational support of international learning mobilities (especially in Intercultural issues).o Our answer: a tool developed with active learning methods (games, quiz, video…) to learn how to evolve in a non-familiar environment. To finish with, the project has tackled other opportunities that are going developed in a short future (2018) : - facilitating an easy collection of data. It will have a great value to analyse the impact of mobility projects (within the legal frame of privacy protection). - taking a step forward in “Erasmus + mobilers” community. We will exploit social networks, mapping…)."

The European Commission has diagnosed a strong discordance between the competences acquired in education and those really necessary in the workplace. One of the proposed solutions is promoting work-based learning and, to that end, encouraging relationships between the various actors that can stimulate these initiatives: companies, business organizations and regional governments and institutions. Another important goal in dual education is raising the so-called transversal competences, applicable to different work situations and to different environments on a global market by offering additional internships, but also by adapting the training itself. An increased mobility of apprentices between companies from different countries exposes the apprentices to different situations, new environments, different cultural and organizational contexts and stimulates their capacities for autonomy, resilience, problem solving, adaptation to new situations and innovation. The aim of this project is to establish a Strategic Partnership for the development of innovative products within the project framework and their dissemination among partners and training agents. Objectives: Different studies about youth mobility projects within the E+ Program have shown that mobility contributes considerably to the development of certain competences directly linked to stable and quality employment. Regions or local institutions seem to be the best equipped entities to facilitate preparation and support for this kind of mobility and at the same time ensure the quality of the offer. The aim of the project is to improve cooperation between training centers, companies, regional and municipal governments to develop curricular tools and the necessary logistical and organizational agreements. In this sense the project aims at developing a curriculum proposal and at developing evaluation tools. Number of participants: The work shall be disseminated among stakeholders in open seminars held in Barcelona, Toulouse, Stuttgart and Chomutov, with a special attention to those units involved in curriculum creation, training centers, teachers' organizations, training centers, professional organizations, academic and professional experts. Approximately 50 people are expected to participate in each event. We plan to present all our conclusions in a final event in Brussels, with approximately 90 participants. Description of activities: We will present our results together with our partners during the events. The expected outputs are: Output 01: Curriculum of transversal competences in the context of transnational mobility Output 02: Protocol for transnational mobility of apprentices Output 03: Transversal skills of apprentices The main actions will be: - Sharing and mapping of the main methodologies, actions and initiatives - Drafting of a curriculum proposal - Drafting of a protocol proposal: defining the role of the regions - Drafting the document: The role of companies in apprenticeships - Identifying the main transversal competences acquired by apprentices in mobility programs (fieldwork). - Organizing three national seminars and the final event in Brussels. Methodology: The methodology is collaborative. Every partner will work on basis of documents and questionnaires in order to share them in every meeting. Based on the analysis of this information, a proposal for an intellectual product will be developed and forwarded to all members for discussion and summed up in a final report. The Chamber of Commerce of Barcelona will be responsible for reviewing the correct English language of the final report, the appropriate design and the design of dissemination materials, as well as for the publication and dissemination in paper version. Results The expected outcomes: - Analysis and inventory of the main actions carried out for the identification and acquisition of transversal core competences in the different countries and institutions involved - Design of a curriculum for company training. Design of an evaluation model (detection) - Identification of the role that regions play. Definition of a protocol, guide, etc. - Identification of the role of companies We also expect an important dissemination of these outputs. The overall goal of this project is to improve VET quality and trainee mobility. Impact and long term benefits: The exchange of experiences between the participants and the intensive joint work will certainly contribute to a better understanding of the problems affecting transnational mobility of apprentices and to the search for concrete and practical solutions. We hope that this will allow stakeholders to better understand the existing difficulties and to become involved in their resolution with the help of the instruments that the project puts at their disposal.

"As part of the implementation of the ECVET Recommendation, the project ""ECVET in French !"" aims to share the practices of the ECVET experts, members of the national teams, able to use French as a working language to :- strengthen their capacity to sustain the implementation of ECVET in their VET system(s) and in relation with the VET system(s) of the partners ;- make easier using ECVET in the framework of international mobilities, in particular for learners to which using an other language than French is a barrier to mobility.This project proposes an intermediate level for exchanging practices between the national level that the national experts intervene on and the european level where the working language is - almost exclusively - English and where all the productions are written in this language. Using French aims to make easier the involvement of people concerned by implementing ECVET and for whom French may be the language for work and communication within the scope of the access to vocational qualifications. Also, the diffusion of the productions will be facilitated to actors of implementing ECVET, as much for trainers and accompanying persons as for learners.The partners of the project are national organisations involved in the implementation of the ECVET recommendation. The experts in these organisations (generally members of the national teams of ECVET experts) besides contribute in the improvement of the national systems for the access to the vocational qualifications and to life long learning.They are, for Belgium : - the CCGPE-DGEO near the General Direction for compulsory education in the Ministry of the French Community ;- the CCFEE (Bruxelles Formation), a consultant organisation associating 27 VET structures ;- the AID (Actions Intégrées de Développement), a network of 32 associations members working in VET ;for Luxemburg :- the Lycée Technique d'Ettelbruck, a secondary school for technical education ;for France :- the Secrétariat d'Etat aux Sports, Sous-direction de l'emploi et des formations ;- the Chamber of Commerce and Industry Paris-Île de France ; - the GIP FCIP in Toulouse, applicant organisation for this project;for Spain :- the Generalitat de Catalunya, Departament d'Ensenyament, Direcció General de Formació Professional Inicial i Ensenyaments de Règim Especial.The partners for this project foresee four methods for co-working : exchanging by teleworking on precise subjects ; transnational meetings for small workgroups on each subject ; a transnational meeting to assess and adjust at the middle of the project ; a final transnational meeting to assess and spread.The expected results during the project are : - pooling the practices of the ECVET experts in the national teams able to use French as a working language ;- harmonizing the documents written or translated in French that may be used collectively (individual statements of results, learning agreement, memorundum of understanding, assessment grid of learning outcomes) ;- determinating conditions making easier mobility for learners, in particular for learners to which using an other language than French is a barrier to mobility.At the end of the project, all the methodologic parts and all the productions will be diffused to the VET organisations in the field of the different partners of the project.The project ""ECVET in French !"" has the ambition of strengthing the appropriation of ECVET by the european citizens using French as a language to communicate."