Training activities in companies (WEPs) are an essential part in VET and Dual VET European student’s learning process. These activities are increasingly being carried out abroad (within the EU). For this reason, it is convenient to compare the different aspects involved (training activity durability, types and contents of the agreements between companies and institutions, means and criteria to select companies, tutor and instructor coordination, etc.) to improve them. In Europe, there is great concern regarding young people’s unemployment (European average rate over 20%), for it is important to contrast experiences between different countries to improve VET’s functioning in order to improve students' qualification and their subsequent employability.The Project “Improvements in the Management of the Work Experience Placements” has the mission of improving the management of WEP in the countries of the three entities which have taken part in the Project, and in EU. This will contribute to increase VET’s quality and social-educative prestige as well as the number of students who will study VET and Dual VET.The three partners have distinguished profiles, but at the same time complementary, and a common interest: improving WEPs in Europe. - USIE, Inspectors' Union, Spain. The Education Inspectorate is a supervisor and assessor of the management of VET and Dual VET in the educational field, as well as an interlocutor between Administration, the educative community, and companies. - KAIROS Europe Ltd., company specialised in students that perform WEPs in the UK. It looks for companies, controls the teaching-learning process, and performs student’s tutoring. For this reason, this institution is aware of the problems that emerge in WEPs.- SCF, Scuola Centrale Formazione associazione, Italy. Non-profit organization that encompasses entities responsible for 94 VET/Dual centres. It works with youngsters that carry out their WEPs, some of them disabled, allowing us to have a differentiated experience in the matter.The partners have shared a common network of education and labour fields, taking into account VET and Dual VET institutions and companies of the three countries. The Project has lasted for 15 months, with a previous phase and 4 development phases. 3 National Work Teams (NWT) and 3 Transnational Teams plus the Coordinator, each one of them with their own responsibilities, have worked and carried out activities cooperatively according to the established plan.Throughout the Project, 30 activities have been carried out, applying the expected timeline and the Quality Plan, respecting a multidisciplinary perspective, cooperative working, and consensual agreements. The objectives and the Project’s mission are directly related with the expected activities and in accordance with the designed methodology: 1st- Diagnostic, based on evidence (registers, surveys…). 2nd- Analysis of the obtained data to detect proper and mistaken practices, with the objective of elaborating our final outcome:-The Good Practice Guide of WEP Management in Europe.-Political and Administrative Recommendations aimed at educational and entrepreneurial authorities to improve VET’s quality and young people’s inclusion in the labour market.For this, three transnational meetings together with one Training Activity have been carried out, in which all of the NWT have participated, as well as the selected participants by each country. The dissemination activities and the impact have had and will go on having as beneficiaries the members of the partners, as well as the educative and entrepreneurial communities, governmental authorities and other social agents. The impact can be measured by the number of participants through the partner's activities throughout the project, since companies and institutions have been visited in the three countries, interviews to the agents involved in WEP have been done, formative sessions have been carried out, highlighting the Final Conference that took place in Spain in October, which was attended by more than 250 participants. Furthermore, meetings with technicians or relevant people of each country have been held. A specific blog has been created: https://imweperasmusk202.wordpress.com/ a logo, and webs and social networks have been used by the partners (Twitter and Facebook, above all).The Project’s dissemination and sustainability have been carried out and will continue by attending activities (meetings/seminars with institutions and companies, interviews to political and employment officials, etc.), highlighting the Final Meeting, which took place in Spain, the Project’s specific Blog and each partners' webs and social networks.The Project's success will be related to the impact obtained applying the Guide of Good Practices by the institutions and companies, and the Political and Administrative Recommendations through changes in legislation and procedures in labour and education fields.

The European cooperation strategy in education and training ET2020 aims at promoting equity, social cohesion, and active citizenship. One of its benchmarks is the rate of early school leaving in education and training, which should be below 10% between 18 and 24 years. This has caught our attention because of the work that still needs to be done to get there. In this line our project’s main goals, which are interrelated among them, are the following:1.- Stopping early school leaving2.- Preparing our young people for the jobs of the future (this entails among others: the use of new methodologies and ICT, the integration of sustainability in the curricula of students and the comprehension of education as a tool to make students understand throughout their education the importance of inclusiveness and gender equality in our societies for their progress)3.- Promote girls empowerment to make gender equality a reality4.- Boost discussions at schools that leads to social cohesion5.- Encouraging the students to get a degree in secondary education (and that students consider the degree and the training they acquire through it as a key tool for carrying out the work to which they aspire)6.- Advising students to choose VET that best fits their profile promoting their inclusion in the labor market.A wide sample of different countries has been carefully selected in order to represent as many current situations as possible.Partners from Turkey, France, Portugal, Poland, Slovakia, and Germany made up this Project, that is coordinated by Spanish education inspectors.Activities are clearly defined:1.Knowledge of current situation2.Analyzing data and successful practices from different countries3.Select and adapt that good practices to the organization, culture and academic structure of a different country 4.Implement them in a carefully chosen “target school”5.Assess and compare the quantitative and qualitative achieved goals.Expected impact is extremely high because the addition of small changes largely checked with success in similar situations might lead to great advantages.The characteristic that makes this project so relevant is that the intellectual product will transcend the educational environment to impact on the whole society; also the improvements incorporated in each country will last forever.Knowing and sharing the best experiences about ESL across Europe, once adapted, tested and assessed in few institutions of each country contribute to getting the irrevocable goal of the national educational systems convergence.We could think that the potential beneficiaries of this project are our young people, however, they are the agents of change in our societies and a key part of the development that will take place in them. Therefore, this project benefits all of us who are part of the societies in which we work to achieve greater social inclusion and opportunities for all.

ContestoL’emergenza sanitaria del COVID 19 ha indotto numerosi cambiamenti radicali nella gestione delle dinamiche educative. In tutti i paesi Europei il sistema educativo ha dovuto ripensare forme e pratiche sfruttando le diverse opportunità delle tecnologie digitali. La Digital Education e le piattaforme digitali sono diventate il principale spazio virtuale di progettazione ed erogazione della didattica, nonché di relazione e organizzazione di e-tivities formative, facendo tuttavia emergere criticità sulla qualità e l’inclusività della proposta formativa. Il maggiore rischio è quello di compromettere alcuni principi alla base del pilastro europeo sui diritti sociali, secondo quanto previsto dal documento dell’Unione Europea: “Communication From The Commission To The European Parliament” del 30 settembre 2020.CAVE intende lavorare su due dimensioni dell’European Education Area, quella della qualità e quella dell’inclusione per contrastare le forme di disuguaglianza socioculturale, linguistica e psicocognitiva, e ridurre i principali disallineamenti nel campo dell’educazione, enfatizzati nel periodo del COVID19.Obiettivi da perseguire- Fornire competenze digitali, di base e trasversali, ai docenti enfatizzando le opportunità di relazione e partecipazione che le piattaforme on line offrono per una trasformazione delle metodologie didattiche chiamando in causa il processo di costruzione della conoscenza attraverso la stimolazione attiva dello studente e la cooperazione, spesso trascurate nella didattica tradizionale.- Lavorare sull’innovazione di strategie di trasmissione e condivisione dei materiali didattici in piattaforme social vicine all’esperienza relazionale on line quotidiana dei giovani, nonché su una migliore comunicabilità dei materiali didattici attraverso l’adozione di linguaggi visuali e di storytelling come metodi di narrazione dei contenuti più coinvolgenti.- Fornire competenze digitali trasversali (ad esempio analisi critica, consapevolezza fruitiva, produzione creativa di contenuti) per una maggiore autonomia e responsabilità comportamentale in rete.Impatto attesoAttraverso i prodotti intellettuali e il coinvolgimento diretto di insegnanti e studenti il progetto CAVE raggiungerà i seguenti risultati:- Lo sviluppo dell competenze digitali, tecniche e trasversali, degli insegnanti per la progettazione di unità didattiche multimediali, utilizzando card - infografiche e metodologie di visual storytelling, al fine di garantire una didattica di qualità e inclusiva, nonché migliorare la trasferibilità dei contenuti agli studenti anche attraverso la DAD, superando gap economici, tecnologici, geografici, sociali, culturali e psicologico-individuali, nonché linguistici, culturali, sociali, e psico cognitivi - L'individuazione e implementazione di strategie di partecipazione attiva, di relazione e scambio degli studenti nella DAD al fine di superare l’isolamento sociale e motivare maggiormente gli studenti per partecipare alle attività didattiche proposte, contro il rischio di drop out e abbandono scolastico - Il rafforzamento delle competenze digitali critiche e di produzione creativa agli studenti, con particolare riferimento ai social media, affinchè possano sviluppare comportamenti responsabili e consapevoli durante la fruizione mediale e atteggiamenti critici rispetto alle molteplici informazioni veicolate in reteOutputs 1: School-telling. Corso di formazione on line per insegnanti di diverso orientamento disciplinare incentrato sull’utilizzo del linguaggio infografico e l’applicazione del visual storytelling nella didattica per narrare, divulgare, trasmettere e comunicare i contenuti didattici in modo più inclusivo e innovativo agli studenti. Nello specifico il corso intende progettare e sviluppare Learning Objects audiovisivi e animati attraverso il linguaggio infografico seguendo una struttura a tre livelli: base, intermedio ed avanzato2: Social Media Platform indirizzata agli insegnanti delle scuole primarie nel ruolo di content Creator - e gli studenti nel ruolo di Follower Creator - della piattaforma social. La Visual social media platform (AGORA’) è un ambiente di apprendimento virtuale che contiene i contenuti audiovisivi didattici da utilizzare con i docenti e gli studenti in classe all’interno di percorsi didattici. La piattaforma è altresì uno spazio di condivisione delle conoscenze e di scambio di informazioni tra docenti e studenti: una moderna agorà 3: Tools and Methodologies for evaluation che sviluppa strumenti in grado di valutare le competenze digitali dei docenti e le ricadute sugli studenti in termini di aumento dell’ apprendimento e partecipazione scolastica. Gli strumenti valutativi realizzati sono, spendibili lungo tutto l’arco del progetto e utilizzabili anche per successive attività formative con l’obiettivo di valutare l’efficacia dell’intervento formativo e certificare le competenze apprese secondo i livelli del framework europeo DIGCOMP