"The project ""FIFT - Training Business Family Territory: growth through new alliances"" aims at the exchange of good practices related to the school/work alternation training model. FIFT is therefore born in this European context where the partners intend, by the project, to deepen the founding elements of school/work alternation pedagogy conceived in the different European dual systems, and which therefore concern not only the school / training center and the company, but look with great attention also to the other two actors of this model, the learners with their families and the territory / community of origin as a whole. The partnership through the project acted on: - increase the knowledge and the awareness of staff and organisations involved on the methodology of the school-work alternation; - promote the WBL educational model according to the indications that Europe is addressing to the Member States; - promote exchanges between the educational system, the territory, the company and the society; - promote new or better practices to meet the needs of young people and to address the variety of learning outcomes resulting from geographical and socio-economic disparities;- increase the cooperation between several actors; - strengthen cooperation between AIMFR members in Europe. The partnership consists of 7 entities (Cefal ER - leader, FARI, EFA GALICIA, EFA QUINTANES, EPVR, ABU gGmbH, CFA MRF) from 5 European countries: Italy, Spain, Portugal, Germany and France. All partners have experience, learning and organizational models related to the dual system, to the apprenticeship and in general to the work / experience based learning models. The exchange of good practices, aimed by the FIFT project, took place through various types of activities: - 5 transnational meetings in each of the 5 countries involved. They were organized on the model of study visit / follow up meeting. The last one, the fifth meeting, was online- virtual joint staff training: a comparison and re-elaboration of the various study visits in the light of the different models applied and / or experienced in the countries through a comparison between ""peers"", led by on site experts. The project achieved direct results on the participants in the transnational meetings and in the joint staff training in terms of knowledge and skills related to the work/experience based learning methodologies. Moreover, the FIFT project partnership promoted communication, information and dissemination actions meant to reach a heterogeneous target of actors representing the adopted methodological approaches: companies, community in its various institutional expressions, families and their associations, other centers or vocational training centers, their networks / associations at national and European level. Through the Transnational meetings we met and involved- more than 50 directors, coordinators and trainers, - more than 25 trainees, - more than 10 training centres, - more than 14 companies - more than 4 public institutions Through the Joint Staff Training Event we involved at least 70 trainers, coordinators and experts in each of the 3 days.The deliverables that can be used by anyone interested in the items of the FIFT project are:12 Good practices related to work/experience-based learning methodologies6 video interviews with some protagonists of the GERMAN DUAL SYSTEM (students, teachers, trainers, parents and Chamber of Crafts)4 video interviews with some protagonists of the alternance methodology model in Spain (students, teachers, trainers)1 video interview with Miguel Ángel Ariño - IESE Business School on the social impact of business in the training of young people"

"Although strong progress has been made in recent years, yet too many young people are leaving school being poorly qualified, and facing a higher risk of unemployment, poverty and social exclusion.While it is urgent to coordinate actions between educational and non-educational actors and to find inclusive responses, several studies show that transversal skills have become unavoidable, impacting on life, academic and social success, as well as on the decline in dropping out of school.The partnership, composed of 6 organizations from 5 member countries (France, Belgium, Greece, Italy, Germany) proposes to promote formative bridges by framing the methods and instruments of ""learning by doing pedagogy"" in the logic of the assessment and the certification of competences.Based on a revised pedagogical approach, the partnership sets the following objectives:* Create a reference framework for the assessment of competences mobilized by the Experiences of the learning by doing pedagogy, in particular the transversal competences, which are recognized as well as fundamental competences for the professional integration, citizenship and well-being of the individual (EACEA 2010-2012).* (Re) define the training paths to the evolution of the labor market and the needs of companies and territories through the methodological approach of the learning by doing pedagogy which represents an opportunity to link learning, citizenship and development of the territories* Define the learning outcomes of the training courses proposed by the project through the common European language ECVET* Support the educational achievements of young people with the contribution of representatives of the business world* Encourage and promote collaborative approaches and educational alliances aimed at reducing early school leaving at the local levelThe intellectual outputs committed by the partnership are:O1: Common core of transversal competences developed through the learning by doing pedagogyO2: Training course using learning by doing pedagogy approachO3: Guide to organizing and facilitating experimentation sites"

"In the framework of Europe 2020 growth strategy, the European Union aims at reaching, by the year 2020, ambitious goals related to employment, innovation, education and social inclusion. To meet these goals, the project is targeted to trainers and policymakers. It aims at training to ""learning by doing"" pedagogy that is to say an articulation between ""teaching"" and ""results"" areas that can be divided into devices related to vocational training or integration through economic activity. The aim is to enable young adults excluded permanently from labor market to find not only a job, but also a social reintegration.In fact, each year many European young adults having ""dropped out"" of school end without any professional perspectives.This ""learning by doing"" pedagogy is a true alternative to dropping out of school by young adults and offers great opportunity to start tailored integration career.The development of this program will be a laboratory of ideas, proposals and initiatives for the 6 transnational partners; some act in the field of training and insertion, but are not specialists in ""learning by doing"" pedagogy and project construction, while others are using this pedagogy, but not as an alternative to dropping out; still others are training centers or associations acting for inclusion of disadvantaged people and are willing to acquire and implement these new methodologies.The aim of this project is to develop tools such a training module ""Training professionals to ""learning by doing"" pedagogy, to promote and develop this operative pedagogy with structures and organizations able to implement and offer this pedagogy within insertion devices for young adults in situations of fragility in labor market.Through this project, the partnership aims to promote work based on the concepts of ""learning by doing"" and project management pedagogies as factors for active social inclusion, to enrich existing methods and approaches within the partnership, to discuss specific devices and targeted to school dropout, to find out and promote good practices."

"The ""SALTO – Social Action for Life Quality Training & Tools"" project is based on adapting social worker training to improve the quality of life of the elderly and/or the disabled, especially by reducing the effects of behaviour-related disorders linked to illnesses, such as Alzheimer’s, as well as mental and psychiatric disorders, like autism.Medico-social structures are ‘’social’' because they target independence and protection, social cohesion, exercising citizenship and preventing exclusion. They are ‘’medical’' because these populations require care, whether routinely or occasionally, which is essential for their daily comfort.So, how can we combine ‘‘life projects’’ with ‘‘care projects’’ to enable the emergence of a project providing individual support and, in terms of the contribution of social work, a holistic solution satisfying the needs of users?Implementing this solution involves breaking down the compartmentalisation observed between the healthcare and medico-social environments so as to start thinking and working in terms of co-ordinated paths. In fact, social workers intervene with these populations by providing them daily support, as well as through occupational activities. The SALTO project aims to integrate these activities as part of therapy in order to develop or maintain cognitive, motor and social skills, which are all essential to the quality of life of users, in coordination with the healthcare sector.In order to provide a coherent and operational response to this issue which is already the subject of both theoretical and practical debate, the SALTO project brings together players with the ability, by pooling their resources, to present and combine the perspectives of researchers and field players, trainers/educators and social development specialists, healthcare and socio-medical professionals. Piloted by Etcharry Formation Développement, a social work training organisation working at the heart of professional networks in the Atlantic Pyrenees and Landes in France, the SALTO project also includes:- CAMINANTE: An association which manages several healthcare and social establishments in this area of France- AAPAVA: Manages two establishments for the elderly in the French Basque Country- CEFAL: Professional training organisation based in Bologna (Italy)- University of Bologna Department of Learning Sciences (Italy)- C’ENTRO: An organisation which coordinates several social structures in Venice (Italy)- MATIA Foundation: With its social science research laboratory, it is developing its own care and support model (Spain)- CIFP Hernani Social Innovation: Specialised in social development training (Spain)- VILA MARIA: An establishment for people with mental disorders in Pula (Croatia)- DIOPTER: Professional training organisation based in Pula (Croatia) Organised between September 2016 and August 2019, the SALTO project aims to produce 3 main results:1 – An ‘‘Inventory and analysis of innovative field experiences and training courses’’, developed during the project’s first 8 months.2 – A ‘’SALTO Social Development Training Booklet’’, implemented in 3 successive stages: production of an initial training programme, tested with both professionals and students, adaptation and formalisation of the final programme. The aim of this booklet will be to promote different social work, healthcare and medico-social training courses.3 – A ‘‘SALTO Technical Guide for Social Development’’ which will propose proven tools and activities, associated directly with training principles developed within the framework of the training booklet.These tools will be presented in the form of freely available downloadable files (creative commons licence) on a dedicated website and the European ADAMS platform. The consortium will organise 9 international meetings to give researchers and professionals as much shared time as possible to guarantee a truly common result. A work relation via a collaborative platform and meetings by videoconference will complete the system.Dissemination will take place through 4 events (one in each of the project’s territories), as well as through local technical committees which will associate all the professional structures in these territories wishing to take part.Finally, support from public authorities in the fields of social and health work has already been requested through the following contacts: Emilia-Romagna Health & Social Agency, Bordeaux Regional Health Agency, Bayonne Hospital Centre, Atlantic Pyrenees Department, the Basque Government, Gipuzkoa Provincial Government, Istria Region in Croatia."

The project centered on tourism and catering - agribusiness and aims at enhancing the agro-food product and typical gastronomic culture as areas of business development and job growth.The project worked on entrepreneurial skills (creativity, spirit of initiative and entrepreneurship) and technical-vocational competences in the agri-food sector. This promoting the qualification of food micro-processing and the transfer of competences between different cultures and generations as a mean for differentiation of productive activities and for the sustainability of rural economy and tourism related to the promotion of local products, in the perspective of a balanced development of the territory.The project was created by a group of organisations (CEFAL, SCF, AZRRI: Agency for Rural Development of Istrian region, Istrian Region) in continuity with an experience of collaboration between Italy and Croatia started in 2006.In particular, the Key Project Q has activated a cross-border team of trainers (Italian and Croatian), which has carrie out international training sessions based on the exchange of experience in the catering sector. Key Q led to a Memorandum of Understanding that was signed by AZRRI, the Tourism Board of the West Herzegovinan Canton (BiH), the Region of Istria, SCF and its members CEFAL, Civiform and Villaggio del Fanciullo, the International Academy of Dairy Art, the Federation of the Italian Rural Associations, Casa Artusi, the Province of Bologna, the school of Tourism and catering of Porec, Pula, Rovinj, the European Network CEC.The project consisted in the following actions:I) PREPARATION AND KICK OFF THE PROJECTII) RESEARCH AND ANALYSIS- COLLECTION OF EXPERIENCES OF SUCCESS (INTELLECTUAL OUTPUT O1)- ANALYSIS OF SUCCESS FACTORS IN THE QUALIFICATION OF PROCESSES AND PRODUCTS (INTELLECTUAL OUTPUT O2 -A1)- DEFINITION OF KEY COMPETENCIES (INTELLECTUAL OUTPUT O2 -A1)III) IMPLEMENTATION :- DEFINITION OF TRAINING UNITS (INTELLECTUAL OUTPUT O3)- DRAFT OF A METHODOLOGICAL GUIDE (INTELLECTUAL OUTPUT O4)- DEVELOPMENT AND TESTING OF OPEN EDUCATIONAL RESOURCES (INTELLECTUAL OUTPUT O5)IV) FINALISATION AND REVIEWV) COMMUNICATION AND DISSEMINATIONMULTIPLIER EVENTS IN BELGIUM, FRANCE, ROMANIA, POLAND, CROATIA, ITALYJOINT STAFF TRAININGSHORT-TERM BLENDED MOBILITY OF LEARNERSThe project addressed different target groups:- The direct beneficiaries were:* 95 students participated in the testing of training units, methodological guide and online learning resources in their respective Countries.* 30 VET trainers/teachers from partner Countries (IT, FR , PL , RO, HR) were involved in the project as the protagonists of the phases of research, analysis, development, implementation and testing in their respective Countries.* Managers and supervisors representing the partners in the Steering Committee,- Indirect beneficiaries were:* Other teachers / trainers of the centers involved ;* Local stakeholders who will participate in the multiplier workshops in each beneficiary Country* Other students / trainees (not directly involved in the testing) in VET partner organizations through informal moments of peer educationThe impact at local, regional, national and European level was to promote regional cooperation and active collaboration to support:* The promotion of entrepreneurial skills for job creation and value added productions (especially agri-food) through the exploitation of local heritage and innovation, creativity, spirit of initiative. The new value added products should be in particular quality products, observant of the environment and ethical consumption;* Sustainable economy, with attention to the rural contexts and to the differentiation of food production and catering towards the promotion of Value added services (agro-tourism, work-based training centers, educational farms, etc. . ) .This was done through :* The exchange of good practice with a view to transferability* The joint staff training* Innovation in teaching methods (active methods, flexible pathways)* The recognition of skills, training and career paths of people throughout their entire life.The significant impact on the territories was guaranteed by the fact that the activities were connate with the mission of partners, which are deeply rooted in their territories and connected by stable strategic relationships with institutions and policy-makers that go beyond individual initiatives projects.Partners realized the project's products for using them after their first trial, in their ordinary activities of training and human resource development.