•Context of the projectConsidering :-The global environment in which school training is included,-The absolute necessity to reach a knowledge society in which every citizen will have to involve,-The high levels of school dropout,the 3 partners of the project, in charge of educative systems in the Canary Islands (Spain), in the Wallonia-Brussels federation (Belgium) and in the Academy of Nice (France) decided to engage a strong action at a european level.This action has been given to the inspections units in the 3 partner countries.•GoalsIn this context, the project goals are defined around 2 main themes : -Discover and analyse the 3 education systems.-Discover, compare and analyse the inspection systems and the evaluation modalities in the 3 countries.-To that one must add the will to begin the harmonization of practices by putting together the most efficient practices in this field.•Number and profile of participating organizationsThe 3 organizations associated to the project are the Academy of Nice for France, the autonomous community of Canary Islands for Spain and the Wallonia-Brussels Federation for Belgium.Each structure identified and charged 12 inspectors from first and second degrees to create the hard core of the working group, so composed of 36 inspectors from 3 different nationalities.•Description of the main activities implementedThe project has been prepared and followed through numerous conference calls, emails and videoconferences.4 transnational meetings allowed the 12 inspectors to prepare the plenary sessions, the research activities, the readings, the conferences… The last meeting was dedicated to the results and the report of the project.Three common training events in each partner country lead to the implementation of the work prepared by the transnational steering committee : visits in schools, observation of classes, meeting with the management and educational teams, discussions between inspectors, conferences following, round tables, inspection reports, interpersonal relations.•Results and impactsThe EEPI project has been an amazing human and professionnal experience.Through the possibilities offered by Erasmus +, the inspectors were able to meet each others, to compare and evaluate (positively or not) their practices, and to have free and transparent discussions concerning their own systems. The results of this work are significant.In particular, each participant noted the various approaches and the lack of universality of its own practice. The French inspector, focused on its discipline and teachers, noted that the spanish inspector was not getting into a class with a disciplinary role, but was observing and evaluating the pedagogical practices whatever was the observed discipline. A salutary shock !The immediate impact is surprising for a project based on practical exchanges. Each participant became aware of the differences between each country, and was able to work on the implementation and improvement of their practices.The dissemination towards inspectors and trainees management staff (about 600 people), in the ESENER of Poitiers for example, brought similar results.Rules and laws specific for each organization prevent from a radical change of actual inspection practices, but all participants shared the message that diversity was a wealth on a long term period.•Benefits on a long term periodIt is on a long term period that we should expect all the benefits from this project, because individual spirit transformations remain slow. A continuation of this project is to be considered. It should give the opportunity to apply the fruit of the reflections to reach best practices that would be shared to improve the student results at the European level, which is the main goal in a long term view.

"<< Background >>With this project, the Partners wish to validate a method for carrying out VAE courses which aim to obtain a certification or an attestation or a diploma.The individual free choice to be interested and, subsequently, to participate in a Vae process, allows the user to avoid traditional education and training courses.The VAE is a ""new chance"" which allows each user to regain a new self-confidence by identifying and valuing the capacities and the acquired capacities which are highlighted by a certification or a diploma or an attestation.It is obvious that the one who implements an individual course of VAE, is able to propose himself, in the job market, as the right person in the right job post, following the results of their VAE.Giving a ""new chance"" to the target groups to which the project is addressed is an innovation in itself. To this we must add process innovation and product innovation.Process, because the method, which the Transnational Partners will produce, is structured in a “flexible” way in order to overcome the legislative and regulatory constraints existing in their country.Product, because a quality charter is drawn up and validated with certain procedures which accompany the user in his VAE journey which ends with a certification or a diploma or an attestation, depending on the legislative constraints encountered in each country.Flexibility guarantees the efficiency of the work and the commitment of the Partners, both for the user and for the Erasmus Plus program.The dissemination and sustainability of the completed project and the model validated by the Partners are planned activities. The VAE model with a ""flexible"" implementation procedure, according to the laws and standards of a State, facilitates dissemination and sustainability in other European contexts. This activity is accompanied by an information campaign and horizontal (territory) and vertical (Ministries, Regions, elected officials, etc.). The possibility of obtaining a diploma corresponding to what constitutes its “portfolio of skills” is a real opportunity for social recognition for experienced employees who sometimes suffer from a lack of recognition of the progress made. Beyond the diploma itself, the VAE process, by its very educational nature, allows the candidate to update some of his skills and thus increase his self-confidence. The diploma remains in Europe, the passport to employment: almost all job offers refer to it. Also, individuals looking for employment who do not have the diploma corresponding to their level of qualification have every interest in having their achievements officially recognized by obtaining a certification through the VAE. By validating the acquired knowledge corresponding to their experience, experienced people with little qualifications will be better equipped to face a possible break in their professional life (in the event of a restructuring of their company, for example). The VAE represents a means of confirming and formalizing one's level of qualification, and thus allows recognition of one's personal and professional achievements and their ""value"" on the labor market. Access to certain professions requires access to skills. a particular diploma.The VAE is in this case the tailor-made solution and represents the essential sesame for the exercise of professions such as those relating to transport, real estate, optics.<< Objectives >>The main objective of this experiment is to disseminate a methodology for recognizing the skills acquired in the workplace in the partner countries. The literature suggests a wide range of positive impacts for individuals engaged in VAE, in terms of self-esteem and personal development, self-efficacy, motivation to learn and participation in continuing education, employability, career prospects and well-being in the workplace. (EU, Cedefop, 2014). It therefore offers the possibility of formalizing / enhancing the skills acquired in the field beyond the unilateral recognition of the employer, but also allows a rationalization of one's professional path, in which work experiences, biographical and training paths can intertwine. giving rise to recognized qualifications.The procedure of recognition and validation of previous learning, as developed in French practices, is a powerful factor for personal and professional development and enhancement (empowerment). It allows the worker to be recognized on a social and professional level, having legitimate proof of the level of competence acquired. For companies, the VAE represents: a tool to manage the skills approach in a transparent and consistent manner; access to the internal and external labor market, favoring the enhancement of human capital; it also facilitates the design of continuing training actions which, shared with the university, allow for better management of skills and a reduction in internal training costs. In the drafting of the project we have tried to take into consideration also some aspects of the VAE that should be improved and strengthened. Such as, for example, a reduced number of accesses to the device, compared to the real possibilities, due to a limited knowledge among non-graduated active workers, compared to the number of potential beneficiaries. In particular, it points out how a, due to its complexity and length, only a small percentage of the people who apply for it and are admitted to the VAE, manage to complete the path undertaken.<< Implementation >>Although the VAE procedure is the responsibility of each individual certifying body, we can identify five common phases that make up the experiential learning validation process:1. brief information2. welcome through an individual interview3. the admissibility procedure4. accompanying the preparation of the dossier5. the decision of the jury.• Short informationFor information about the VAE, it is possible to contact various information and guidance bodies, in particular the Points Relais Conseil (PRC) organizations for information and advice on the VAE.• Reception through an individual interview• The eligibility procedure• Accompaniment in the preparation of the dossierThe second part of the path is the preparation and presentation by the candidate of a portfolio (dossier) in which to describe and document the learning outcomes to be validated. At this stage, the candidate can choose to be accompanied by an expert (conseiller), who offers him methodological support in compiling the dossier and possibly for preparing the interview with the jury. The structure of this document may vary depending on the certifying body; in any case, it contains a detailed written description of the knowledge and skills acquired through the experience and proof of the applicant's professional results. It is about knowledge and professional skills that are directly related to the content of the diploma. The subject of the dossier and the interview are above all the analysis and reflection that the candidate makes on the nature and limits of the knowledge acquired.Depending on the competent institution and the certificate to be issued, the methods of evaluating the requirements required of the candidate may also vary, passing from the simple validation of the documents presented in the dossier, to in-depth interviews, examinations or verifications of behavior in an operational, real or simulated situation. .• The decision of the jury and the total or partial validationThe content and relevance of the portfolio is assessed by the members of an ad-hoc validation jury, which is pronounced following the examination of the dossier and after the interview with the candidate; interview that is not compulsory, but frequent. The jury must be composed of at least a quarter of qualified representatives of the professions (half employers, half employees) and there must be a balanced representation of men and women within.This is the standard route of the VAE on the French model.In order to spread this good practice we intend to create a first phase of analysis of the regulations in each partner country. Subsequently, the Fipan investigating judge with the support of the DAVA device will draw up a Quality Charter of the international VAE for the definition of the criteria and procedures to be activated to carry out the activities.The Digital Platform will serve as a documentary basis for consultation, as a tool for disseminating the results and as a basis for the training of the various Tutoring Teams.<< Results >>Through the dissemination of the VAE methodology in Europe, partners intend to give candidates (employees or unemployed) elements of:Recognition of his professional valueConfirmation or formalization of a level of competencePrevention: to guard against professional decommissioning, unemploymentQualification or personal evolution (progress logic)Facilitation of a training course"

<< Background >>European administrations and vocational training organizations have mostly developed LMS (Learning Management Systems) platforms for their students and trainees. E-learning platforms such as Moodle, Canvas, or Ilias have been chosen to host training content that previously has been delivered in a face-to-face mode.VET trainers and educators have been confronted with problems they never encountered before. They have already received plenty of training and preparation on the technical use of these new e-learning platforms. They have learned how to connect with their students using online tools like zoom, teams, sharing platforms as google docs, and other technical solutions. Once they already know the technical aspects of this new online modality, there is a fundamental question to solve:How to adapt the training schemes, assessment procedures, and content design to the online modality? Many of them were familiar with the LMS platforms software and some online tools but not with e-learning pedagogics. Educators, teachers, and trainers have tried to replicate their classical organization and training contents into online courses. The result has been catastrophic in most of the cases: wrong assessments, stressed trainers and teachers, school leavers, lack of motivation, are just some of the consequences. In this context, the NEW HERA project aims to enhance and upskill the VET trainers and teacher's competencies to better assess and communicate with their students through the existing e-learning platforms, transforming the face-to-face training schemes, assessment procedures, and design content into high-quality online VET curricula, assessment methods, and learning plans.<< Objectives >>The NEW HERA project concrete objectives are:1. Increase and improve the knowledge of VET teachers and trainers in the curricula planning, assessment methods, content mediatization and design, of their training plans in the online mode. 2. Improve the quality standards and effectiveness of the VET online plans and courses. 3. Enrich the e-learning experience of VET trainees and students offering them attractive content, real assessments, and real-life experiences in their online training curricula.4. Improve the VET organization's management providing them tools and instruments for a better internal organization and resources management.<< Implementation >>1. Pedagogical tools and training courses comparative evaluation: Partners will carry out a comparative analysis and evaluation of the open-source or commercial software online tools, and training materials already existing on the web, and on which they already have had previous experience or are willing to know. This analysis will allow them to exchange experiences on the use of these tools and to determine which of them are the most useful when adapting face-to-face training to the LMS platforms.2. Pedagogical Online Toolkit: The pedagogical online toolkit will be an online platform gathering the necessary resources for the project beneficiaries in order to help and support them in improving the quality of their e-learning plans, contents, and assessment procedures. Tutorials, manuals, articles, rankings about online tools and existing training materials, direct links, good practices of content transformations, and other pedagogical training resources decided by the partners will be available for beneficiaries.3. Quality Handbook: The QH will be a handbook with the purpose of establishing the necessary standards to be achieved in the online VET training courses organization plans, content mediatization, and design, and assessment methods. The handbook will include a checklist for beneficiaries to verify that their online training courses meet the necessary standards to deliver effective VET curricula to their students. 4. Common Practical experiences. Practical experiences on a specific VET course adaption to the online modality will be a good experience for beneficiaries. These experiences will allow them to take practice and gain confidence in the e-learning transformation procedures. The pedagogical online toolkit and the quality handbook will be the main basis of these practical experiences. 5. Etwinning network: An experience exchange and sharing network between beneficiaries will be created inside the project'sTwinspace. Through this exchange space, all the beneficiaries, as Etwinning non-members, will be able to participate at all the stages project and, of course, after its end. This network will allow them to express their opinion through surveys and satisfaction inquiries about the common project outcomes. They will also give them the opportunity of exchanging and sharing direct experiences in the use of the Toolkit tools and the Quality Handbook application or even to accomplish new common experimentations on adaptation exercises of VET e-learning courses.<< Results >>Project activities will produce the following outcomes that will endure after the project's life:1. Pedagogical Online tool.2. Quality Handbook.3. Etwinning VET teachers and trainers network. Concerning the results, the NEW HERA project expects to achieve the following ones:1. improvement of the VET teacher's and trainers' planning, assessment, and content mediatization of their training courses in the online mode.2. Upgrading of the VET online programs and VET curriculum quality standards.3. Enrichment of the e-learning experience for VET trainees.4. Competitive and efficient VET learning organizations.

<< Objectives >>GIP FIPAN is committed to equal opportunities and access for all to training and employment.On a daily basis, our trainers, our teachers, our continuing education advisers, have been confronted with refusals of training due to lack of care on the part of young mothers. It seemed important to us to remedy this in the simplest way possible: to come with your child.<< Implementation >>-Digital and office automation training for young mothers wishing to start a professional activity,-Training of trainers- Creation of a collaborative platform where training modules will be made available, success stories, a contact base, information base for young women, active mothers, teleworking or in training, - Tool Kit to create your E CV SOFT SKILLS- Job shadowing activities (social assistance and childcare training)- Coaching: Soft Skills, CV an activity after a birth<< Results >>In addition to training and returning to a home working job, our project hopes to change mentalities and the organization of training in partner countries.Our idea is simple and should be able to be accepted and proposed in many establishments, training centers. Nevertheless, the structures see an logistic, administrative and legal complexity in it.The objective of this project is to change the mentalities and the outlook of others.

<< Background >>According to IOM, the COVID-19 pandemic has affected migration in Europe, as countries have imposed internal and international travel restrictions to reduce the spread of the coronavirus, resulting also the reduction of the number of irregular migrants. Different measures were taken against COVID-19 in 2020, in all EU Member States related to asylum and migration. In France, registration was temporarily halted, resulting also the suspension of access to the asylum procedure and to reception conditions. Italy, Germany and Greece engaged in lockdown of reception facilities, while Cyprus and Greece employed pushbacks at sea. At the same time, the reception centres in France, Greece, Cyprus, and Italy, were operating near or above maximum capacity.The pandemic has also affected migrant integration internally, as management practices such as restrictions of movement, closure, and social distancing have pushed migrants into isolation. Besides, waves of disinformation caused an increase in racist and xenophobic incidents against national or ethnic minorities deriving from the pandemic (European Union Agency for Fundamental Rights, 2020).Under these circumstances, migrants have developed a unique relationship with their mobile phones. Almost all of them have a mobile phone, which they consider as a basic necessity to remain in contact with their family and friends. Smartphones have proved to be indispensable for migrants when navigating and resettling in a new country. Interestingly, migrants often share the view that it is easier to engage with their smartphone than with people, when it comes to directions or other questions in the host country (Euronews, February 2020). This phenomenon offers an opportunity to create new mobile services that can have a positive impact on the lives of migrants.Within this framework, STAGE involves 5 partners from 5 EU Member States, and has a primary objective to foster social inclusion of migrants and their family members in their host countries. STAGE is indented to directly address the social inclusion of migrants, focusing on three elements of social exclusion in migration: language, access to information, and positive interactions to build network, and will carry it out through establishing a three-way social inclusion approach, which includes the following sub-objectives:1.A mobile App (and online version of the App) for migrants aiming to support language learning, access to information, and positive interactions to build network (PR2).2.An interactive Map (which will be a part of the App and online version) for the public, aiming to share stories and routes of migrants, which will build an audience and promote understanding among locals and migrants (PR2).3.A Capacity Building programme (OER/PR3) for Mentor and Adult TCN trainers, and a Joint Staff Training (C1) for NGO volunteers, adult education staff, and organisation staff, aiming to help them to build capacity when dealing with migrants and especially for mentoring them and/or training them; and develop their competences to improve the effectiveness of adult education on migration.<< Objectives >>The ultimate objective of the project is to foster social inclusion of migrants (including refugees, asylum seekers, TCNs, and people under subsidiary protection) in the partner countries, irrespective of racial and ethnic identity, gender, age, and sexual orientation. The project’s goal is to create a framework where migrants feel welcome and embraced in the host country and at the same time to fight racism, xenophobia, and discrimination against them. STAGE aims to foster social inclusion of migrants and their family members in their host countries, through establishing a three-way social inclusion approach, which includes the following sub-objectives:1.A mobile App (and online version of the App) for migrants aiming to support language learning, access to information, and positive interactions to build network (PR2).2.An interactive Map (which will be a part of the App and online version) for the public, aiming to share stories and routes of migrants, which will build an audience and promote understanding among locals and migrants (PR2).3.A Capacity Building programme (OER/PR3) for Mentor and Adult TCN trainers, and a Joint Staff Training (C1) for NGO volunteers, adult education staff, and organisation staff, aiming to help them to build capacity when dealing with migrants and especially for mentoring them and/or training them; and develop their competences to improve the effectiveness of adult education on migration.This multi-layered but direct approach offers migrants a hands-on experience of social inclusion and supports them, not only to familiarise with the host-country’s language, but also to gain access to information provided by local authorities related to them and to build a network through pairing them with mentors. These activities will take place through a two-features App. Through its first feature, the App will offer the basics of the host-country’s language but also small-text translation services; push notifications connected with local authorities’ news and information; and a mentorship experience. The second feature of the App will offer an interactive map, aimed mostly to promote understanding between locals and migrants. The OER, will offer Mentors and Adult TCN trainers a programme aimed at building their capacity to support migrants through mentoring.<< Implementation >>The project activities to be implemented during STAGE are:•Partners agreement signed between the partners•Financial and management plan from all the partners•Monitoring and evaluation plan drafted from KMOP and all the partners•Impact plan drafted by GIP FIPAN•Dissemination and communication strategy, by HT•Transnational meetings to monitor and review the activities of the project, which will allow close collaboration with all the partners•Three carefully designed PRs:1.A mobile App (and online version of the App) for migrants aiming to support language learning, access to information, and positive interactions to build network (PR2).2.An interactive Map (which will be a part of the App and online version) for the public, aiming to share stories and routes of migrants, which will build an audience and promote understanding among locals and migrants (PR2).3.A Capacity Building programme (OER/PR3) for Mentor and Adult TCN trainers, and a Joint Staff Training (C1) for NGO volunteers, adult education staff, and organisation staff, aiming to help them to build capacity when dealing with migrants and especially for mentoring them and/or training them; and develop their competences to improve the effectiveness of adult education on migration.•Five Multiplier Events in all partner countries to promote the project and tis results•One Final Conference in Cyprus, to present the project, its outcomes, results, with the presence of the media•One Learning Activity for staff in France to maximise the impact of STAGE<< Results >>The social inclusion of migrants and adult learning are two important policies of the EU. The introduction of initiatives such as the STAGE project will address the problems that migrants face when entering a host country (but also for some that are already present) by examining their difficulties and challenges, their backgrounds and their stories. The expected outcomes during the project and on its completion, target four major groups:1.PEOPLE WITH A MIGRATION BACKGROUND (including TCNs, asylum seekers, refugees, and people under international protection, as well as their families – RESULTS:-Direct involvement of people with migration background in the methodology phase and the local activities (during STAGE)-Improved knowledge of social, political, cultural, financial and other topics in the local community and host country (upon completion / long-term)-Enhanced digital skills (during STAGE - through PR2)-Enhanced host-country language skills (through PR2, upon completion / long-term)-Increased interaction with locals (through PR2- upon completion / long-term)-Increased participation in social and political life of their local communities (through PR1 and PR2)-Increased access to information (through PR2 - upon completion / long-term)-Increased social inclusion (upon completion / long-term)-Increased participation in EU projects and project events (during STAGE)-Improve migrants’ positive image (upon completion / long-term)2.MENTORS AND ADULT TCN TRAINERS – RESULTS:-Increased knowledge about mentoring programmes (through PR3 - upon completion / long-term)-Direct involvement in mentorship activities (face-to-face and distance) (through PR2 and PR3)-Development of mentoring/coaching skills (through PR3 - upon completion / long-term)-Enhance their leadership skills (through PR3)-Enhance their cultural competence skills (through PR3) -Increased potentials for networking (upon completion / long-term) -Gain additional career experience (upon completion / long-term)-Gain new perspectives on migration (upon completion / long-term)-Increased confidence (upon completion / long-term)-Gain personal fulfilment (upon completion / long-term) -Established solutions to autonomous learning (through PR3)3.NGO VOLUNTEERS, ADULT EDUCATION STAFF, AND ORGANISATION STAFF – RESULTS:-Enhanced expertise in the field of migration, tailored to the host country’s needs (upon completion / long-term) -Increased knowledge of the legal environment (exact knowledge of laws, regulations, strategies and Action Plans existing in the host country for migrants) (through C1 - upon completion / long-term)-Increased knowledge of the country migration profile (migrant characteristics (education, background, skills, migration channels etc.) (through C1 - upon completion)-Increased knowledge of social integration and inclusion services (through C1)-Strengthened cultural and social skills and competences (upon completion / long-term) -Improved organisational skills (upon completion / long-term)4.GENERAL PUBLIC – RESULTS:-Increased understanding and improved tolerance towards migrants (through PR2 and dissemination activities - upon completion / long-term)-Strengthened sense of acceptance for migrants-Improved knowledge about migrant characteristics (education, background, skills, migration channels etc) (through PR2 - upon completion / long-term)