Context and background:Companies are looking for employees who are very well qualified and who have all the necessary skills for future-proof work. The shortage of skilled workers is evident in many areas of the economy. Young disadvantageous people, on the other hand, must catch up on skills that are needed for the current and future labour market. There is a need for our project to minimize the gap between the two stakeholders.The employees in our diverse facilities also need support in imparting relevant skills. The trainers therefore must be trained to provide the young people with the necessary know-how. Learning digital methods plays an essential role here. Our employees need training on how to use digital tools in learning. Vocational preparation and vocational training, individual advice and support on the labour market need future-oriented development in the direction of technological and digital change, always from the perspective of inclusion.The Future Jobs from North to South project aims to respond to these developments in a three-step process. Thanks to the project partners' many years of experience with young, disadvantaged people, we can share our knowledge of the projects at European level.Objectives:We want to share the expertise of partner organizations and learn together new ways, how we can work with the world of work and achieve future qualification requirements. We aim to: 1. Improve the skills and competencies of the participating employees 2. Strengthen the link between the strategy of the organizations and the cooperation and collaboration with companies 3. Promote wider opportunities for cooperation and collaboration and joint development of partners 4. Get more visibility for internationalization 5. Raise the awareness of the needs of future jobs at all levels Participants:The partners in the project are CJD from Germany as a coordinator, CNOS-FAP from Italy, Luovi Vocational College from Finland and Stiftelsen Utbildning Nordkalotten, the Arctic Vocational Foundation, Utbildning Nord from Sweden. The partners have many years of expertise in working with young, disadvantaged people, in working with companies and in international work. Furthermore, all project partners have experience in working on international and national projects.The participants are teachers and other staff members who work closely with companies in as a part of their daily activities.Description of activities and methodology used:The method we use in the project is sharing good practises, sharing knowledge and learning together. We will organise one transnational project meetings during the project duration of two years. Otherwise coordinators meet online to monitor and evaluate the project progress and to ensure the sustainability of project results.Besides, LTT activities are important to work together in practice. There will be four LTT activities in the project, one in each participating country to share the knowledge and work together. We aim to involve companies and local authorities e.g. employment offices to participate. Each partner will collect background information of the characteristics of each country from surveys and other available sources. Between the activities we will work online, too. After every LTT activity the participants will publish a blog to share the core findings of the workshops.We have planned dissemination activities based on the wide networks of each partner to support the sustainability and use of the results. Results and impact:Blogs are the direct products of the working together. They will introduce the main findings and lessons learnt from each LTT activity. Besides, the blogs will result in a cooperation model, how VET providers can work with the companies and what are the different aspects that should be considered. The impact at individual participants’ level can be summarized as increased skills and competences in collaboration with the world of work as well as international skills. The participants will have a better understanding of the future skills and competences.At organisation level the impact will be a more developed models for collaboration with the companies and strengthened possibilities to meet the future needs of labour market. They will have more competent staff to work with the companies and more possibilities for international cooperation.The project process and results will reach a wide group of VET schools and companies through the networks directly involved and through linkages to other existing relevant organisations and networks.

Vocational education and training is the field under the constant changes. these changes are spread worldwide and can be named such as the technological and organizational development (the advent of the 4th industrial revolution), internationalization, integration of VET in lifelong learning processes, create the need for better development of the teaching competence of VET teachers. The last year of the project was affected by the COVID-19 situation around Europe. The project was interrupted with the unexpected epidemiological situation and executed further via e-platforms.Project goal remained as planned which is to develop electronic tool for the self-assessment, monitoring, guidance and comparability of the teaching competence of VET teachers. The main roles for the 6 partners from 3 countries were distributed accordingly: VšĮ Elektrėnų profesinio mokymo centras (public VET centre) from Lithuania was the project coordinator responsible for the project management and coordination of the activities as well as for the monitoring of the project execution. Vytautas Magnus University from Lithuania was as a leading partner in the execution of the comparative study of the teaching competence profiles of the VET teachers in the partner countries (Lithuania, Germany and Italy). Blinc eG from Germany was a leading partner in the design of the on-line tool for the self-assessment and development of teaching competence of the VET teachers and trainers. ITB Bremen University from Germany was responsible for executing the study of the teaching competence profiles of the VET teachers in Germany and worked as an assistant to Vytautas Magnus University in performing comparative study. Research centre at the Verona University contributed to the study of the teaching competence profiles of the VET teachers in Italy and assisted to Vytautas Magnus University in performing comparative study. Association of VET centres CNOS-FAP from Italy was responsible for the coordination of the testing and exploitation of the developed on-line tool for self-assessment and development of teaching competence, as well as for the execution of this testing in Italy. The methodology for the development of intellectual outputs is based on the analysis of the teaching processes in the initial VET and identification of the teaching competence needs. The contents of the on-line instrument for assessment and development of teaching competence for VET teachers and trainers were designed on the basis of comparative analysis of the teaching competence needs in the partner countries.The following results of this project were revealed such as:•Comparative study of the teaching competence profiles of the VET teachers in the partner countries – Lithuania, Germany and Italy (https://teachvet.eu/comparative-study/ )•The electronic on-line tool for the self-assessment, monitoring, guidance and comparability of the teaching competence of VET teachers on the basis of developed competence profiles - https://teachvet.eu/ . This tool is easily accessible as well as available in English, German, Italian and Lithuanian. •Training seminars and sessions for the VET teachers, trainers, responsible institutions and bodies in the project partner countries. There were many participants involved from the partner countries through all the stages of the project from the comparative study stage up to the dissemination point. •The plan and procedures for the technical and contents maintenance and sustainability of the instrument. This plan included concrete recommendations and schedule for the maintenance of the contents of the on-line tool. This on-line tool for assessment of teaching competence of the VET teachers and trainers significantly improves effectiveness of the provided services of training and competence development for VET teachers. The platform on the website will continuously be maintained technically (Updating of software elements) and kept secure for at least two years after the project’s end (until 03/2023). The results of the project enabled the project partners to discover the ideas for the further development of this field issues. The assessment of teaching competence of the VET teachers and trainers can be further analyzed and discussed in some specific vocational areas.

Seeking to enhance work-based-learning and improve the practical training (especially, but not exclusively in the countries with school-based VET systems) there are being established and promoted specialised practical institutions equipped with the modern technologies and designed for the development of practical skills of the VET students, job seekers, employees and other groups of learners. Although such practical training institutions are designed to improve access to high quality training and competence development and to tackle the problem of mismatch between the skills demand in the labour market and VET provision, the achieving of these targets encounters multiple challenges and obstacles, especially in the countries where such practical training institutions have been established recently. These obstacles and challenges include the lack of know-how and expertise on how to develop curricula of practical training, as well as how to better organise the training process and adjust it to the requirements of the work-based VET curricula. The goal of APPRINVET project was to provide a methodical-practical toolkit for dual apprenticeship enhancement and pilot it through implementation of apprenticeship schemes in the school based VET systems employing the expertise of companies. The provided toolkit should contribute to exploit the potential of practical training institutions to enhance and implement dual apprenticeship schemes in the school based VET systems empowering the cooperation between VET providers and companies. To attain the goal, the following outputs were developed within the project: -Guidebook for the curriculum design, organisation of work-based learning and work-based vocational didactics for dual apprenticeship carried out in the practical training institutions; - Adjusted VET curriculum as best practice examples to apply dual apprenticeship requirements in the practical training institutions; - Training programme and teaching-learning material for qualification improvement of VET teachers and trainers working in apprenticeship schemes executed in the practical training institutions.In accordance to the project objectives and foreseen results of the project it was necessary to involve organisations with different profile, expertise in the field of vocational training and adult education, knowledge and experience of work-based learning application. Thus the partnership consisted of 6 partners from 5 EU countries with necessary knowledge and expertise to achieve sustainable results: -Lietuvos inovatyvių profesinio rengimo įstaigų asociacija (Lithuania) -Karaliaus Mindaugo profesinio mokymo centras (Lithuania) -Federazione CNOS-FAP (Italy) -Fundación Laboral del Metal (Spain) -MBO RAAD (The Netherlands) -EU-Geschäftsstelle Bezirksregierung Köln (Germany)APPRINVET project achievements helped to increase capacity of VET institutions (practical training units) in terms of how to initiate and manage the dual apprenticeship schemes/ dual pathways and measures in the systemic way as well as update professional skills of VET learners in relation to the labor market needs and improve skills and knowledge of VET teachers and trainers in the field of apprenticeship schemes/dual pathways and measures application, practical training curriculum development and cooperation with private sector.

"In a context where too many young people leave school prematurely, the project ""Mediterranean New Chance network : a network for the successful integration of young NEETs"" strengthened the key skills and social inclusion of these early school leavers, thanks to the identification and sharing of innovative, replicable and result-oriented initiatives and methods , as well as good exchanges between VET staff.This 18-months strategic partnership (September 2018 – February 2020) was part of the Mediterranean New Chance network that brings together actors working for the socio-professional integration of young NEETs in the Euro-Mediterranean area. This partnership was made up of six French, Italian, Spanish and Portuguese organizations, which have shown their ability to help the integration of early school leavers with vocational training. This project enabled to share and promote their successful experiences through a process of trainings and exchange of good practices at the Euro-Mediterranean level.On the long term, the impacts are the social inclusion of more low-skilled or early school leavers, but also the reinforcement of the cooperation between these organizations and the territorial and national institutions, who can then incorporate those good practices into their education policy.Concretely, the partners used the following means and tools:* Exchange of good practices and trainings during 5 conferences and transnational meetings organized by and for the members of this partnership and the Mediterranean New Chance network* Creation and diffusion of 2 guides of good practices, including 1 platform of podcasts, presenting the best practices related to the socio-professional insertion of the young NEETs in the countries of this strategic partnership and of the Mediterranean New Chance network. Those tools are open-access and intuitive.*Creation and diffusion of 1 literacy review that gives concretes context data and presents the challenges of NEETs integration in the Mediterranean region* Improvement of the quality, reliability and transmission of information and communication between the members of the Mediterranean New Chance network; and the presentation of reliable and quality information related to early school leavers who benefitted from the project.*Advocacy actions that enabled the Mediterranean New Chance network to be recognized at the Summit of the two Shores in 2019."

"The Project ""Skilling VET ecosystem: enhance enabled environments for private and public VET key actors"" aims to foster the transition of VET to emerging local labour market and to boost employability of vulnerable youth and women as a key to prevent illegal migration in Ghana and SenegalThe target countries are Ghana and Senegal. The 2 Countries have VET and employment as a priority in their development agendas and, in the recent years, have identified the shared development of employability oriented integrated services, led by empowered VET clusters of key actors in strategic green sectors (organic agriculture, solar energy) as keys to boost sustainable processes of local development, and, finally, as a core pillar to prevent and tackle irregular migration. Our consortium is made up by an already rooted European & African partnership of VET Providers (in Europe LUOVI, CNOS-FAP, in Ghana & Senegal DBYN, ADAFO and Db Tech Africa), NGOs (in Europe VIS and MUNDUS), University, research and business development Centres (in Ghana & Senegal the University of Kaolack, BRC) which have already set up VET platforms and are already working in the two Countries to co-design comprehensive schemes of capacity development and capacity building.The project will move from effective proved methods, practices and pilots, South-South and triangular cooperation schemes, key VET areas (WBL, school to work transition, job service offices, greening TVET paths, business-TVET clusters, Quality VET service) in order to reach the following objectives: Increase employability supporting a stronger alignment of VET to emerging local labour market opportunities;Increase the technical, managerial capacity and pedagogical skills of VET providers especially in the fields of management, quality assurance, innovation and inclusion;Improve the level of competences, skills and employability potential of VET learners by developing new and innovative VET programmes and integrated services."