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.

The COVID 19 pandemic has added further urgency to the need to develop innovative digital practices in the area of education. This is particularly true for Vocational Education and Training (VET) and even more so regarding initial VET on European Qualification Framework (EQF) level 3 and 4. Due to a certain focus on manual skills, VET has been less “digital” than other areas of education. As anti-COVID 19 measures and restrictions increased across the globe, VET providers had to come up with quick solutions to maintain teaching and training provision. In many cases, this involved the deployment of digital practices and tools they were not very familiar with - without paying much attention to underlying theoretical approaches. Nonetheless, the pandemic has not only been perceived as a major challenge but also as opportunity. To some teachers, trainers and VET providers, the COVID19 crisis has acted as a catalyst accelerating the introduction of new digital practices which would have required much more time under normal circumstances. It has unlocked the creative and innovative potential of European VET teachers and trainers. So far, the COVID 19 experience and its impact on digital VET teaching practices has not been analysed in detail. The present project intends to support the uptake of innovative approaches and digital technologies in VET in a twofold manner. Firstly, it will develop a grid to analyse digital VET practice developed since the outbreak of the pandemic and create a repository of concrete good practice examples from the area of automotive VET. Secondly, the project will build on the insights from this analysis to provide general recommendations on the principles of quality digital VET and develop and test a transnational training course for teachers and trainers. To do so, the project will expand on national and European projects and initiatives, such as SELFIE and DigCompEdu and build on the shared and complementary expertise of a consortium reflecting the variety of VET across Europe. Even though the main focus will be on pedagogical support to teachers and trainers facing the “Herculean task” of abruptly adopting digital and distance learning, the project will also highlight external factors facilitating the emergence of innovative digital approaches. The project will support VET professionals in capitalising on their COVID-19 experience in developing further innovative practice. It will foster the innovative use of digital technologies and support VET providers in dealing with the “new normal” by developing suitable solutions to hybrid training. In doing so, the project intends to contribute to making responsive digital VET a crucial means for overcoming the economic and social aftermath of the COVID-19 crisis.

This European project implies 5 catering vocational training organisations from France, Autria, Finland and Turkey. These different schools need to improve pedagogical methods to prevent the dropping out of the students and as well to foster their integration into the labour market and find their place into the society. Indeed, when teaching, we can face multiple difficulties of the students. Through this kind of project, we want to make the teachers change in their day-to-day work. The project will provide a space to get new learning methods to help young people to reconcile them with school and with the education system. Thus, during this project, more than 20 teachers will observe other pedagogical methods, will have space to exchange with European colleagues. They will implement new pedagocial methods in their classroom and evalute them. A the end of the project, workshop files will be gather and put on a website in order to disseminate the results.Through this project, we also want to test a method. We are convinced that if the students have a better knowledge of themselves in terms of their past and their origins, they will get self-esteem and will be stronger to face nowadays life. We wonder if this process will have consequences on their special needs in learning. Through this European project, we will answer to this question. To do it, we imagine to create a book with recipes. The students will choose a recipe according to their story and who they are. During the European project, they will learn how to introduce themselves, will improve and personalize the recipe. About 85 students will travel abroad to exchange about the project with foreign students. Through this project, they will get or improve differents skills: knowledge of European products and how to cook them, new cooking techniques, knowledge of migratory flows, English language, social skills, capacity of adaptability... All these competences will be certificated by an Europass document. The Saint Michel vocation college is also part of this project because of its printing section. A class will follow up this project and will print the book. It will be an opportunity for the catering training students to discover another job and reciprocally. The students from Saint Michel school will exchange with Luovi and Turkey's students which have design or printing section as well.This European project is a real chance for the students to help them integrating into Europe and into the labour market, espacially for the special needs students.We will follow up this project through 4 transnational meetings, an important moment to communicate, to evaluate and to adapt if necessary. This will also be a place to exchange about pedagogical methods to give space for innovation.We will disseminate our results through our organisations (most of them are national), through different networks we belong and also through a blog. We hope it'll become a dynamic virtual space for exchange between English teachers and catering teachers.We hope to create a dynamic network of catering schools which want to modernize their pedagogical methods and would like to offer European learning path to the students.

Background:Multicultural working life and international labour market continues to put pressure on thedevelopment of international cooperation between training providers. The change caused by themulticulturalisation of society and its impact on skills requirements must be taken into account,among other things in curriculum development and teaching content.Partners face the same challenge; how to involve more teachers and staff into internationalisation. Itis important that internationalisation does not rely only on the commitment of few individuals but on allstaff members. Only in this way the culture of internationalisation can be embedded at institutionallevel. Besides, the world of work requires increasingly international skills and competences andteachers themselves must have these skills to be able to encourage and guide students tointernationalisation. Teachers may think they do not have necessary language skills, but internationalskills are far more and can be developed as other skills, too.We also wanted to promote the visibility of internationalisation and to enhance the strategic approach linking internationalisation more closely with the organisational strategy.Objectives:Our objectives were- to increase the ownership of internationalisation activities within the organisation and engage moreteachers and staff members in such activities. Engaging more teachers in internationals activities iscrucial to increase the attention to the European context, develop new curriculum planningprocess and new curriculum models and help to widen cultural understanding among students.- to develop and recognize the skills and competences required in the global world and promoteinternationalisation of education from “a rookie to an expert”.- to promote staff development in terms of internationalisation skills such as more knowledge about the EU, better understanding of other VET systems, language and managerial skills and updating theskills needed to work in a multi-cultural environment- to promote the link between international activities and the strategy and development of theorganisation and staff professional development.We wanted to encourage VET staff to participate in internationalisation and to develop internationalisation paths to link internationalisation as a part of staff professional development and strategies of VET providers.Implementation:We worked on four intellectual outputs during the project. One of the partners was leading the work and we organised subgroups especially when working on the training module. We monitored the work in monthly coordinators meetings online and in transnational project meetings. We organised three transnational project meetings face-to-face and four online. Most of the work was done in smaller groups between the transnational project meetings. Besides, we organised one learning, teaching and training activity for staff members from allpartner organisations to test the model of international path, training module and open badges in Helsinki in October 2021. Based on the feedback we developed the products.We had a variety of dissemination activities and we organised five multiplier events either online or face-to-face in each participating country. Evaluation and dissemination were ongoing activities in REX VET. After every transnational project meeting and after the LTT activity we sent a questionnaire to all participants to get feedback from the event. Besides, we made a self-evaluation among coordinators after the first year and had a monitoring visit by Finnish National Agency. We had final evaluation in Verona in March 22.Impact:The concrete outputs of REX VET are:1. Mapping the international skills of the staff in partner organizations.2. Personal development path model in international skills for staff in VET3. Training package to support the skills development4. Digital learning badges to document and recognize the learning and skills gained ininternationalizationAll products are in English.Other results are:-the international skills and competence of the teachers and other staff participating in the project are improved- the link between the organization's strategy and international activities is strengthened- wider possibilities for co-operation and joint development among partners- more visibility for international activities in partner organisations- the quality of internationalization and international processes in the participating organisation is improved-the idea and model of international path for VET staff as a part of professional development is more recognized and enhanced in partner countries

Strength from Peer Review – Developing the Quality of International Activities in VETThe project addressed the objectives of the Erasmus+ program by fostering quality improvements, innovation and internationalization.Enhancing mobility is one of the objectives of Education and Training 2020 framework. Students with vocational qualifications are expected to have international competences.National and European policy objectives have to be taken into consideration when VET providers plan their international activities. Student and staff mobilities as well as development projects are ways to carry out internationality. However the international activities are not always written in the strategies in all the participating countries. Thus the impact of the activities is not easily to be shown. Quality management and continuous quality improvement of VET is a priority in the participating countries. Quality management can be actively developed in collaboration with national and international partners. In SEPRI project the Peer Review method was used to develop the quality of VET and to revise the profession of teaching by developing new skills and competences including quality and international aspect. The project utilized the results of the nationally funded project Vertaisarviointi kansainvälisyystoiminnan työvälineenä in Finland. Objectives of SEPRI :We aimed at developing and piloting uniform operational principles, procedures and processes which help achieve the aims set for VET internationalization in collaboration with national and international partners through Peer Review methodology. The project helped the participating organizations to - get familiar with the Peer Review method - learn how to utilize the method to evaluate not only their international activities but also other activities - improve the quality of international activities - understand the link between international activities and the strategy and development of the organizationParticipants and activities:The consortium consists of three Finnish VET providers, two of the Special Needs Vocational Colleges. Besides, two nationwide organizations from France and Italy and partners from Czech Republic and Estonia took part in the project. Ammattiopisto Luovi was the coordinator of the project. The participants were staff members directly involved in international activities in the partner colleges either administration staff or teachers. The quality managers or persons in charge of the quality issues were also targeted with the project. The secondary target group was the management of the college. Each partner has chosen two to three persons to be trained as Peers. Other staff, students and stakeholders participated during the self-evaluation and Peer Review Visit phases. The project included a training module to instruct the participating organizations to carry out Peer Review including description of activities and self-evaluation of the quality area. Real practice took place at Peer Review Visit and transnational meetings were linked to Peer Review Visits. Besides training the project produced guidelines to carry out a Peer Review and designed and piloted criteria and indicators for chosen quality areas in the field of international activities. Evaluation and dissemination were ongoing activities in the project. Methodology used:Peer Review is a method of external evaluation and can be used in improvement of the quality and development of the services and activities. The Peer Review method was introduced and the once piloted quality areas revised in order to create a truly European Peer Review system to evaluate and assess internationalization and international activities and their effectiveness and impact in VET organizations. Results, impact and longer term benefits:The results of the project are- training module for Peer Review in internationalization in VET- criteria and indicators for o student mobility o staff mobilityo strategic partnership projects, managemento international activities, international strategy- guidelines for Peer Review in internationalization in VET The impact and long term benefits can be seen at different levels. At individual level the skills and competence of the trained Peer Reviewers increased. At organizational level the quality of internationalization and international processes in the participating organization improved. The link between the organization’s strategy and international activities was strengthened and the concept of quality in connection with international activities became more transparent. The project also created wider possibilities for co-operation and joint development. The impact and efficiency of the international processes became measurable.At national and European level the idea of Peer Review as a tool for evaluating activities and processes was enhanced in partner countries and through dissemination activities.