The ASAP Project was addressed to design and experiment appropriate Curricula for supporting the passage from physical to digital production in the publishing sector. The first step was addressed to map the new needed skills and competences as a basis for the creation of the curricula, showing the specific challenges on:• definition of the anticipated short and medium term changes and the new trends and best practices in education and training for the Publishing Sector• implementation of a link between the skills needs/competences gaps and the learning outcomes.Taking into account the impact of the changes in the competences and skills, the following phase of the ASAP project proposed an evolutionary map of the skill needs and designed and delivered flexible training programmes (one for each area of the publishing supply chain) that, according to EQF/ECVET standards, have provided employees, but also unemployed, self-employed, low skilled employees and young VET students the opportunity to update their professional skills and knowledge covering the gap related to the lack of specific skills determined by the “digital revolution”.In particular, the programme is composed of 5 specific professional profiles of the publishing sector (Specialist in production, Specialist in Design, Editor, Specialist in Marketing and Sales, Specialist in Publicity and Communication), one for each step of the publishing supply chain (Production - Design - Editorial - Marketing and publicity - Distribution and sales). A transversal module was developed with the goal of introducing the main innovation of the publishing sector. The profiles are indeed declined in Learning Units and ECVET points are attributed. For each occupational profile the “more innovative” unit is developed into the ASAP MOOC (Massive Open Online Platform); this way the ASAP project gives also the opportunity to attain the course entirely on line.The ASAP consortium believed that workers of the publishing sector who wish to successfully transform themselves into digital skills experts must learn to leverage their existing brand and professional approach considering the new digital channels, and to reduce their traditionally heavy dependence on the traditional skills and competences. So, the idea behind the work done is to support a step-by-step transformation and to lead the learners through a path of improvement where at the beginning they would seek for a fulfilment of their specific needs and at the end they would be ready to face the labor market with updated and new acquired skills. The project promoted a wide cooperation among the different stakeholders using a participatory portal and the MOOC for making the contents at the disposal of a massive target group (it can become the first MOOC of the Publishing Sector), also after the formal end of the project.In the MOOC, each unit is composed by: •Video Lessons (mother tongue video, one for each profile) = minimum 01:00 hour • Reading Materials = at least 30 (10 for each learning outcomes)• Other Videos / Reference materials = at least 30 (at least 10 for each Learning Outcome)• Tasks = at least 12 (4 for each learning outcome)• Assessment exams = Assessment exams = at least 45 quizzes for the assessment of each Unit (for a profile 180 quizzes)All these materials are produced in original, in all partners languages and for all the 5 professional profiles.A wide piloting has been conducted with 1082 learnersFinally a Memorandum of Understanding was signed among the VET partners through which they agree to: - formalise the ECVET partnership by stating the mutual acceptance of the procedures for assessing competences coherently within the ASAP model - define the procedures under which credits, in partner systems, can be achieved and recognized - design specific arrangements for credit transfer for learners for each specific mobility period- continue the LO Units Testing.

"The Social SELF-I Project, with the creation of a strategic partnership formed by ASPIC Lavoro (Italy), HdBA (Germany), INSUP (France), EOPPEP (Greece), carried out its activities in a 2-year period referring to central issues of European relevance, priorities in the countries of the beneficiaries involved, in relation to aspects assumed by the migration phenomenon in these years, still an urgent issue. The project is based on the evidence of numbers (more than one million asylum seekers arrived in Europe during the year of the beginning of the project), on the new training and qualification demands, and the need to appropriately equip professionals whose work has an impact on the inclusion processes. The latter is a central theme, in the individual, social and work aspects of specific target groups (refugees, asylum seekers and segments of the adult population experiencing career transitions in conditions of vulnerability and risk of exclusion, e.g. mental and health issues, low-skilled; it is crucial to develop the methodologies for identifying skills, guidance and personal and professional empowerment. The activities of the project made a contribution to the capacity of welcoming and inclusion the individuals identified above, sharing the best training, methodological and orientation practices, an intense training program, involving testimonials and invited experts of great personal and professional value, and developing ""recommendations and methodological indications"" stemmed from a common work and shared reflection on these issues. The methodological and operational inputs, knowledge and know-how, were aimed at professionals, operators, lecturers and researches involved in teaching and training career guidance practitioners, trainers and consultants, teachers of L2, project developers, belonging to training and employment organizations and agencies, extended also to national and local stakeholders, local associations, in order to increase the mastery of approaches, tools and new targeted qualification paths. The main activities consisted in 3 training events in a 4-day period (Bordeaux, Mannheim and Rome), with intense and continuous cooperation. The focus of the contents concerned three key themes: methodologies, tools and processes of guidance and career counseling as ways to support self-empowerment; the Identification of skills to define the personal, training and qualification profile, as well as to manage transitions and analyze skill and qualification gaps; the transversality and transferability of methodologies, practices and tools in individual practices, with respect to purposes, contexts, recipients. The recommendations, consistent with the issues of the project, highlight how the different methodologies (relating to the transparency of skills and qualifications; career counseling, orientation, psycho-social intervention approaches, etc.) require adaptations and to be “tailored” with respect to formal standards and requirements as well as more calibrated procedures in terms of timing and implementation methods. They also put emphasis on the importance of developing the transversal skills necessary for operators and professionals working in very diverse contexts. Particular emphasis was given to the helping relationship, the ability to build a relationship, the ""understanding of needs"" (each person is different, from the other, has his or her own particular history, skills and competences); ""active listening"", ""'empathy"", ""respect for diversity"", ""multicultural perspective and competence"", as well as being able to deal with cases of traumatic experiences and vulnerable situations, which may be associated with the target groups addressed. Beneficiaries of the activities were staff and members of the partner organizations with expertise and experience in different disciplinary fields and professional roles (university professors, experts from national public agencies, members of non-profit associations, professional psychologists and psychotherapists, guidance consultants and trainers, researchers in the economic and sociological field). Precious was the presence of staff, trainees, indirect participants, experts invited to the training sessions who contributed with testimonials and feedback to the extension of the impact of the project activities in heterogeneous local and national contexts. In each training event direct incoming beneficiary participants worked together with members of the hosting organisation, indirect participants, experts and stakeholders involved in the training activities. High commitment to disseminate contents and results to various audiences (reaching over 1500 people), also through training activities, seminars, conferences and workshops at different levels, testimony of an impact on partner organizations, on the personal and professional know-how of the participants as well as on the dimensions of training and work policies through the events."

"TourX is a 48-month project, under the call for Centres of vocational excellence – KA2 Cooperation among organisations and institutions. The general objective of the project is the development of a bottom-up approach to excellence in the Tourism Sector, where the partnering Educational Providers (VET, HEIs) are increasing their ability of rapidly adapt skills provision to evolving economic and social needs, while its specific objectives include the a) fostering of national/ transnational collaboration (WP2) b) increase of skills anticipation in the tourism industry and of sectoral employability (WP3,5) c) increase of investments in tourism related human resources (WP3) d) achievement of a fairer, sustainable and resilient model in tourism (WP3, 4) e) fostering of internationalization to address long standing structural weaknesses (WP2) f) creation of feedback loops to adapt VET provision (WP3) and g) increase the image of VET in the sector (WP6). In order to achieve these objectives, we are to implement the following activities: •Creation the of TourX - Transnational Ecosystem for Excellence in Tourism. •Design of a TourX ""Hospitality Labs"" ToolBox•Pilot Operation of ""Hospitality Labs"" for the Creation of Excellence at a Regional Level•Creation of Sustainable Systemic Impact and•Dissemination and Exploitation Activities.During these activities, we are to involve institutions and individuals to create “knowledge triangles” (KT) among VET providers in Tourism (along with their learners and staff), Market Representatives (tourism enterprises, EU associations, Tourism Chambers) and Regional Authorities. Through the creation of 4 KT, we are to train 1500 learners and award 5000 microcredentials, while 280 persons will participate in short-term mobilities. In this context, the following results are expected after the end of TourX: a) 1 platform for CoVEs b) 4 KTs c) training programmes, Mooc, WBL d) ILAs e) 1 Skills anticipation Mechanism Box."

The project SolarCV is addressing the skills needs for an emerging technology of solar energy sector, Concentrated Solar Power (CSP), which has high levels of skill gaps. SolarCV aims to develop common frameworks of solar field operators with recognition at the European level. The general objectives are to make VET training more responsive to changing CSP skills needs in the labour market by preparing training programme for acquiring missing skills. The training includes strong component of work-based learning (WBL). Finally the project enables the mobility of learners, through the recognition of learning outcomes and by achieving qualifications.The project gathers 16 organisations from 5 countries which include solar energy VET experts, national sectoral associations, energy agencies, government representatives in the field of qualification, and 2 EU umbrella institutions.There are some main project results which can be underlined as objective-achievers (available on http://www.solar-cv.eu/results/) :•*(R1) Labour Market Network of CSP and VET experts that allowed to involve experts and entities beyond the partnership with the aim to increase the potential of project outcomes to be transferred/adapted and used beyond the partnership•(R2) Report on Skills and training provision needs per country and EU level that allowed to identify exactly the skill gaps•(R4) Report on current situation of non-formal, informal and formal training in the CSP sector and methodology for validation of non-formal and informal training.Both documents (R2 & R4) set not only the state-of-art and the analysis of training needs (i. on CSP – Plant Operators, but also allowed to pool of experience and knowledge from different partners in order to facilitate and improve the following tasks and products. (i.e. in Result n. 3) and to unify criteria and to clarify concepts.•(R3) Report on innovative tools from LLP projects designing EU competence profiles and EU CVs which gathers the best practices and tools for the definition of Competence Profiles, Curricula and learning units. •(R7, R8, R9 & R10) CSP solar field e-Simulator and Training platform including training materials that have been developed by European experts on CSP and training and have been tested on several pilot courses (R12) in different countries as Spain, Italy and Greece.•(R5 & R11) EU Competence Profile and EU CSP CV that standardise the skill set for the CSP sector at European level and have been developed European Qualification Structures (EQF and ECVET), quality principles (EQAVET) and following the classification of European Skills, Competences, Qualifications and Occupations (ESCO).•(R13) National proposals of European Qualification in order to scale the recognition of the EU CSP CV by promoting the adoption of this formal training structure in Spain, Italy and Greece.The results of the project have enabled organisations independent of their geographic location to acquire new qualifications. Regarding the impact, the project strengthens the contribution of education and training to the realisation of the objectives of EU 2020, in both priorities employment and sustainability. It contributes to the “ANTICIPATION and matching of labour market and skills needs” (Agenda for new skills and jobs) and creation of a European permanent learning space and mobility of workers. It is necessary to point out some results that will have a great importance beyond the project life such as the e-Simulator and training platform that will allow to train new professionals by using free training materials and tools made by the main associations of CSP sector in Europe. The SolarCV consortium has ensured the future viability of these tools (results) by the review activities set on the After-Project Impact Monitoring Plan (R17).

"CONTEXT & BACKGROUND OF THE PROJECT The dramatic rise in the number of refugees arriving in Europe produced a soaring demand for humanitarian professionals, including interpreters, needed to respond to the emerging needs. Interpreters play a crucial role that exceeds their usual job profile; they are called to work in fragile environments, refugee camps, and urban refugee settings. Due to the huge demand for interpreters speaking the beneficiaries' languages, the role of the humanitarian interpreter is often delivered by refugees without adequate training & accreditation. Furthermore, their growing professional community is not institutionalized, there is no occupational profile, targeted VET, and established code of professional ethics for interpreters working in humanitarian settings. In this context, there is a need a) to redefine their role in a way that will help them pursue the missions of humanitarian organizations, and b) to develop up-to-date VET to up-skill them on emerging skills requirements as regards: a) inter-cultural communication, b) vulnerable groups e.g. unaccompanied minors, victims of violance, traumatised individuals, c) ethics & the interpreter’s role, d) interpreting in specific settings such as reception & law, health & psychological care, and e) selfcare & dealling with emotional challenges. OBJECTIVES1. Develop up-to-date VET curricula for interpreters & for their trainers, grounded on original learning outcomes, to respond to work challenges related to the provision of humanitarian aid for refugees in Europe today. 2. Support interpreters & their trainers to address their self-training requirements as regards their flexible respond to their humanitarian work, enhancing access to original OERs. 3. Facilitate recognition of the occupational profile of the humanitarian interpreter within the EU. THE INTER4REF PARTNERSHIPThe National Center for Social Research – EKKE (EL), the National Organisation for Qualification & Vocational Guidance – EOPPEP (EL), the University of Modena - UNIMORE (IT), the University of Almeria – UAL (ES), and the University of Glasgow – UGLA (UK) formed a Strategic Partnership comprising academic, research & accreditation expertise from 4 EU countries. ACTIVITIES, METHODOLOGY & INVOLVED PARTICIPANTS1. Identification of emerging skills needs in humanitarian interpretation, in the context of in-depth interviews with professionals, trainers & experts representing 48 national stakeholders/organisations in the 4 partnership countries.2. Development of up-to-date learning outcomes based on the abovementioned skills' needs analysis. 3. Development of OERs in humanitarian interpretation.4. Development of a VOOC openly available to a wide international audience of more than 5.500 interpretation professionals to gather course evaluation feedback and achieve the highest impact possible.5. Sharing & evaluation of the course with multiplier events, inviting more than 350 trainers, experts and professionals in humanitarian interpretation to try and uptake Inter4Ref results acting as impact multipliers.6. Development of a ""pool"" of 134 trained & accredited trainers based on the projects learning outcomes and materials.7. Involvement of more than 20 social partners, accreditation bodies and field experts to support the certification & accreditation process in humanitarian interpreting, through a pubic consultation process, a support statement & a strategic plan. RESULTS, IMPACT ATTAINED 1. Up-to-date (based on needs analysisi) original learning outcomes in humanitarian interpretation. 2. An open modular VET course consisted of six (6) learning units, each completed by a full set of OERs including slides, case studies, exercises, and audiovisual material, translated in the four (4) partnership languages, as well as in Arabic. 3. A Trainer's Handook in English. 4. A Vocational Open Online Course (VOOC) based on the Inter4Ref learning outcomes, attended for free by 5.639 international learners in the context of three (3) pilot runs. 5. Four national workshops to promote results and evaluate learning materials attended by 353 professionals, trainers and experts. 6. One virtual 5 days Trainers' Seminar (LTT) attended by 134 learners who received certification by EOPPEP developing an EU “yeast” of trainers in Humanitarian Interpretation. 7. Course evaluation by the VOOC, LTT & Multiplier Events participants, as well as by an External Expert. 7. A Strategic Plan & a Support Statement for the valorisation of the Inter4Ref course on an EU level signed by more than 20 national stakeholders.LONG TERM IMPACT- Development of a European “yeast” of humanitarian interpreters’ trainers trained & accredited by EOPPEP.- Establishment of the Inter4Ref Trainers' Seminar as one of the main educational ""paths"" leading to future official recognition as described in the Occupational Profile of the ""Intercultural Mediator"" developed by EOPPEP."