As it was pointed out by the European Ministers of Vocational Education and Training in the Bruges Communiqué, WBL constitute a foundation for the social coherence of the current and future employees as well as the base for their professional and personal development. It is worth and important to include WBL into the strategic activities on the national and international levels. The renewed European agenda for adult learning also calls for promoting WBL, as a form of vocational education and training, which assure achievement of the aims of the Strategy ET 2020. Latvia has already reached most of its targets for Europe 2020 Strategy (employment, early school leaving and tertiary education attainment rate). Vocational education policy aims to increase the share of vocational learners by offering them better future work opportunities and updating the curriculum according to the needs of labour market. Yet, challenges remain. Promoting participation in vocational education is one of key challenges outlined in the Latvian national reform programme for implementation of EU 2020 strategy. Regardless of the past investments in the modernisation of vocational schools and the reform undertaken in the vocational education, the basic school graduates still prefer the general education more than the vocational education. There is strong evidence that work-based learning helps to equip young people with the practical skills that can improve their employability and ease the transition from school desk to work. Thus there is an increasing and urgent need in Europe to boost and support the participation of SMEs in WBL. In-company WBL trainers are the main persons ensuring quality of WBL. However, in-company WBL trainers, in most European countries, lack standardized support ensuring their successful contribution in the learning process. In Latvia in-company trainers involved in providing WBL must have (as of January 2019) a master of crafts qualification, vocational education or at least three years of relevant work experience and have acquired 72-hour teaching competence-development course or special 32-hour teaching competence-development course for in-company trainers of apprenticeships (Cabinet of Ministers, 2016b).Slovenia adopted the Law on apprenticeship in 2017 and basic pedagogical training for WBL in-company trainers prescribed by law in Slovenia, Lithuania and Bulgaria are on the way to requirements to in-company trainers. Crafts qualification and professional skills and craftsmanship are not a problem for companies, but pedagogical competence and knowledge are the main drawback for companies to provide WBL. Objectives of the project1)Development of an open e-learning tool for in-company trainers involved in WBL, thus ensuring successful contribution of SMEs in the WBL process.2)Promotion of WBL and raising VET prestige, thus bridging the gap between labour market needs, qualified workforce and education.Main target groups of the project are:1) Companies – WBL providers and companies planning to participate in WBL. In-company trainers are the main target users of the project outcomes and in-company trainers are also the final beneficiaries.2) Teachers and educators of VET schools3) Young people deciding on their future education and career options4) VET students looking for qualitative WBL5) Employers’ organisations (the national and sectorial) wishing to support their members in human resource development though traineeships.All project international partners will contribute in development of the content of the e-learning tool– learning modules, self-evaluation tests, FAQ, content of videos, additional useful sources, elaboration of the final test.There will be simple requirements for the e-learning tool - user friendly interface, thoughtful, design-attractive, with interesting tests.There will be possibility to personalize the final tests - to log in with official login (bank card, ID etc.)When passing the final test, the trainer will receive affirmation on taking the e-learning course and passing the test. During the project implementation, the certification process of this affirmation will be undertaken in partner countries.

"Today’s study environment has become more challenging than ever. One of them is an integration of blended mode of teaching/learning in the lessons while, at the same time improving the teaching quality and students’ performance in the VET schools. The previous study depicted that a majority of teachers of partner VET schools need to upgrade the digital skills to ensure a higher quality educational process.Project objective: to upgrade digital competences of teachers in the blended mode of teaching/learning and to determine the most effective methods and innovative tools for the teachers and to create a compilation in a manual that will have free public access, so to promote an exchange of good practice.There will be three short-term joint staff training events (2 days training excluding traveling to/from hosting place):- (Greece) ""The virtual laboratories and most effective digital teaching tools""- (Estonia) ""The most effective face to face methods, approaches, tools"";- (Slovenia) ""Quality education process and students’ performance"".Teachers and staff (20 participants from 5 VET project partner schools) will take participation in the training activities of the project. Four transnational project partner meetings will be organized. Two meetings will be organized face to face, and two will be online meetings.During the project the following intellectual outputs will be developed:- Report (research) will be made using the results of surveys. Owing to the first survey we will find out the main internal and external factors that effect teaching quality and students’ performance in a blended teaching/learning process. The second survey will give a feedback concerning created manual. - Creation of the manual. The manual will ensure a methodical support to teachers. It will contain the most effective digital tools, virtual laboratories, animated tasks, learning games and face to face methods and approaches. Created an innovative graphical model in the manual will illustrate the main factors that influence the quality education process and students’ performance in blended teaching/learning lessons, recommended structure of lessons and recommended application of advised teaching and learning tools.- Development of the website of the project and maintenance. A website will depict essential information concerning the project, good practice of partner VET schools concerning blended teaching/learning and it will ensure free access to the manual and at least 3 video-based lecture materials from training activities. The communication and dissemination activities will be organized according the dissemination and communication strategy.A desired impact: owing to the project activities a teaching quality and students’ performance in the blended teaching/learning process will be improved. The trained teachers will become more knowledgeable, more confident with the technologies. An expected impact on the students: they will be tough by the effective methods and contemporary tools making these students successful learners and will positively affect students’ performance. An expected impact will become wider on account of trained teachers and staff who will train teachers from involved collaborative schools and will share with the good experience to community on international level."

The project “Welder Training Quality Development” is a part of VJLMTC long-term strategy for the purpose to improve the quality of welding in Lithuania.There are around 700 companies in Lithuania working in the field of welding. 70 percent of the production manufactured in engineering industry in Lithuania is exported. Free movement of products, services and welding staff is taking place on EU market therefore market actors should take all necessary steps to comply with high requirements of common market and ensure appropriate level of workers’ qualification.Welder is one of the most demanded professions for more than 10 years in Lithuania. Despite the fact that in Lithuania there are around 46 educational institutions providing welding trainings, Lithuania still feels the lack of certified welding specialists meeting EU requirements. This is not only due to the emigration of these professionals to other EU countries, but also to the fact that welding technology is one of the few areas where all staff, including welders (workers) and engineers, must be certified. Demand of qualified welders is also determined by requirements of international standards. International welding organisations does not accept the welder’s diplomas of Lithuanian VET schools and this makes negative impact on employment opportunities of many graduates and adversely affects the development of Lithuanian welding industry.Objectives:The purpose of the project “Welder training quality development” is to increase the quality of welding in accordance with international practice and international standards.The aim of WTQuality is to create and test 2 intellectual outputs: 1. The International Welder (IW) training programme and material;2. The online Team Leader training programme for welders E-WeldLead.Number and profile of participating organisations:Project lead: Public institution Vilnius Jerusalem Labour Market Training Centre (VJLMTC, Lithuania)Partners:Lithuanian Welders Association – LWA (Lithuania)Slovensko društvo za varilno tehniko – SIWS (Slovenia) The Environmental Academy Ltd – EA (United Kingdom) Rocketman Studio Limited – RmSL (United Kingdom)Results and impact1. International Welder's (IW) training programme and material prepared.1.1.Welding Supervisor training program was created and piloting implemented (3 trainees completed the course);1.2. IWTraining system was linked to linked to national (modular welder training program).13 modules linked to national training system were prepared;1.3. International Welder Career Model was prepared;2.Research on the training needs of the welding enterprises in Lithuania produced;3.ATB Quality Manual prepared to ensure quality organization, implementation and control of the International welder trainings;3.1.ATB Quality Manual was integrated to Quality Management System of VJLMTC.4.Welding teachers have upgraded their qualifications and gained 4 IWS (International Welding Specialist) diplomas. 20 ISO 9606 certificated obtained.5.14 Participants of IW Pilot Course (17 modules) gained International Welder Qualification;5.1.After completion of Piloting of International Bracket Welding Module 135/136 course 5 International Welders certificates were obtained.6.VJLMTC gained ATB International Welding Accreditation and became the only VET institution in Lithuania having the right to prepare international welders.7.During the implementation of the project the VJLMTC’s welding practical training base was improved by following aspects: teacher qualification was raised (see point 4); the range of services was increased (see points 1, 8); was equipped with methodical tools.8.Welders Team Leaders training program was created in Lithuanian, English and Slovenian languages;9.An online training programme E-WedLead for the preparation of Team Leaders in welding was created in Lithuanian, English and Slovenian languages (29 certificates obtained)Longer-term benefitsDuring the project, VJLMTC obtained the ATB certificate and became the first authorized training centre in Lithuania, which was given the right to train international welders (workers). VJLMTC has created the conditions to meet the needs of the engineering industry and provide the required amount of international welders.International Welder's (IW) training programme is linked to the national welder training program and this allows Lithuanian students to obtain IW qualification in parallel and this facilitates the wider exploitation of project results.Those trainees who have already taken advantage of the products developed by the project have gained a competitive advantage in the EU and Lithuanian labour markets. Higher-skilled professionals have more opportunities to find a job and to work, claim higher salaries, and these factors lead to a better quality of life.

"""Education and Training 2020"" sets common strategic objectives for EU member countries for 2020. One of benchmarks is: the share of low-achieving 15-year-olds in reading, mathematics and science should be less than 15 % in 2020. According OECD, in 2018 about every fifth 15-year-old pupil in Europe showed insufficient abilities in science (in Latvia were 18,5%, in Lithuania - 22,2%, in Estonia- 8,8%) and in mathematics (In Latvia- 17,3%, in Lithuania - 25,6% in Estonia – 10,2%). Only Estonia reached benchmark of ET 2020. Low achievements in science and mathematics leads to situation when general education pupils after graduating do not choose VET or higher education in science, technologies, engineering, mathematics (STEM) or are not able to graduate STEM direction and obtain qualification which results in insufficient supply of qualified workforce in manufacturing, also in metalworking and mechanical engineering. Lack of qualified workforce forces sector associations to involve in education processes by providing information about career prospects in sector by mobile laboratories. Mobile laboratories which are fully equipped with modern technologies and supported with highly educated STEM trainer has successfully complemented the educational process by informing, presenting and demonstrating modern technologies, their capabilities and operational principles in general education schools. However, the capabilities of the mobile laboratories are much broader and can be integrated into the general education process, adding to the vital component of STEM knowledge-building exercises in the real environment. For integration of STEM knowledge provided by mobile laboratories in general education curricula, it is planned to develop up-to-date cognitive and educational content on contemporary technologies, their design, capabilities and applications, deploying and making them available in digital form and environment. This material will also support educators because here is lack of digital, interactive materials about STEM in national languages.Main objectives of the project are:1)Promotion of pupils’ achievements in STEM in attractive way. 2)Strengthening support for educators by open source, interactive, digital training materials about STEM.3)Strengthening responsibility and involvement of sector business representatives in education process.Main activities/ results of the project are:1)Open source, interactive, digital training materials about STEM for pupils in four languages – English, Latvian, Lithuanian and Estonian.2)Teacher’s manual to support educators about usage of interactive, digital training materials in four languages – English, Latvian, Lithuanian and Estonian.3)Guidelines for sector representatives for improvement of STEM knowledge in four languages – English, Latvian, Lithuanian and Estonian.4)3 promotional and testing events for educators about usage of interactive, digital training materials (at least 30 educators in each country, not less than 90 in total).5)At least 100 pupils trained in pilot trainings in each country (at least 300 in total) covering all regions of involved countries.6)National competition of pupils about improvement of training materials 7)3 project promotional events (not less than 135 participants), at least 6 publications. All project activities are sequential and support project progress toward project main objectives. Pupils and educators are main target group and will be involved in testing, improving intellectual outputs, in pilot trainings and promotional and testing events. Guidelines for sector representatives will be prepared to provide insight how provide sustainability of project idea and strengthening responsibility and involvement of sector business representatives in education process.Project is innovative of specific focus on establishment interesting content for pupils, also with involvement of them (in time of contest) in field of STEM. This content will support idea provided in mobile laboratories and can also be used as support material of STEM teachers in general education.Main target groups are:1)Pupils of general education. 2)Educators (teachers of STEM subjects, carrier guidance and support specialists) of general education. 3)Sector representatives (the national and sectorial, regional) and other stakeholders who can be involved in improvement of STEM knowledge.4)Learners, educators in other education levels, parents, policy makers.All partners have wide experience and expertise in STEM, establishing of training materials, pilot trainings which will help to achieve best result and contribute transnational value of the project.Project will ensure long term impact on participants and also participation organizations, supporting implementation of project's objectives."

The project has brought together 6 partners from Germany, Netherlands, Finland, Estonia, Latvia and Lithuania: VIESOJI ISTAIGA VILNIAUS JERUZALES DARBO RINKOS MOKYMO CENTRAS (VJDRMC) – LT; Jyväskylän koulutuskuntayhtymä – FI; European Arboricultural Council – DE; IPC groene ruimte bv – NL; Bulduru Dārzkopības vidusskola – LV; Luua Metsanduskool – EE. 5 of the partners - vocational training schools that already trained or planed to train Arborists in the future. The project aimed to develop Arborist training in the Baltic Sea Region (BSR). ARBORICULTURE is an innovative type of the urban tree care which is understood as the cultivation, management, and study of individual trees and other woody plants that grow within the human populated and urban areas. Trees in the city add value to the property, make city streets cozy and beautiful, provide Eco-niches for birds and other species, and generally present the level of environmental sustainability of the city. The innovation of Arboriculture consists in the multiple approach to tree treatment. An ARBORIST must possess the theoretical knowledge of ecology, biology and chemistry such as fertilization, pest and pathogen control, root, trunk and canopy treatment, and in addition - practical techniques such as selection, planting, pruning, shaping, working in heights, and removal of dead trees. The international urban tree care community recommends that the urban tree care must be performed by people who have a qualification of an Arborist, or with equivalent skills and knowledge. In many countries this understanding has been supported, and is now being strongly considered or even supported at some level in the BSR countries. This opinion is grounded in research which reports many tree damages in cities that make City Councils/Municipalities (CCM) to lose significant amounts in their budgets. In order to cover the skill gaps in the urban tree care in the BSR, the project developed the Arborist qualification descriptions, Arborist training instruments for Trainers and trainees, the project experts prepared suggestions for the strategy on the urban tree care which will contribute to the sustainable and high quality performance. The project results offer possibilities to gain relevant skills and competences to the workers of 3-4 EQF in the Arboriculture field.A productive partnership to further strengthen the key competences of Arborists in the BSR - LT, LV, EE and FI with the participation of 2 more experienced countries DE and NL was created. The project was focused to 2 main target groups: 1. Direct target groups: young people and adults who want to gain the profession of an Arborist; 2. Indirect target groups - citizens, VET schools, urban tree care/Arboriculture community, Environmental ministries, City Councils.Target groups inside partnership: staff of partner organizations, trainers of partner organizations, trainees, boards of stakeholders. Target groups outside partnership: member organisations: national organisations in Europe, certification centers in Europe, partner organisations of gardening, urban forestry, urban tree care and landscaping all over Europe, decision making bodies, CCM, local communities, Ministries of environment, education, regional development, Urban forestry workers, Arboriculture companies, other schools, boards and members of national Arboriculture organizations.In the learning, teaching and training activities there were involved more than 70 people. It was piloted 14 Trainers; 24 Arborists; 40 partitcipants of CCM. Also the consortium counts that approximately 1620 persons who didn`t receive a specific grant from the project were targeted by the activities organised by the project. These people were involved in various events and training (the round table discussions, international networks, articles, dissemination events etc.).The project sought to achieve these outcomes: O1 - Producing expert guidelines for arborist training. Developing national/regional/city recommendations O2 - Developing arborist trainer training instrumentsO3 - Developing arborist training instrumentsO4 - Developing textbookThe activities & results that have a significant impact on the urban tree care quality in BSR•4 sets of National/Regional/City Recommendations (LT, LV, EE, FI languages)•10 round table discussions with the decision making bodies and Arboriculture sector organizations•A comparative study of arborist training programmes in the Baltic region•Tree Technician qualification description (LV language) •Arborist qualification description (LT language) •1 set of Arborist Trainer Training programme (in English); 4 adaptations in LT, LV, EE, FI languages; piloted 14 Trainers•4 sets of Arborist training programme (ATP) in LT, LV, EE, FI languages (EQF level 3-4) and piloted 24 Arborists•1 set of textbook (for Trainer and for trainee training) (EN, LT, LV, EE, FI languages)•3 sets of CCM training programme (piloted 40 participants)