"The EUmob project has been successful in offering a more attractive education and training programme; by creating awareness in the younger generation and society about the importance of the new efficient and clean mobility systems in urban environments. In the Bruges Communicate it was said: ""Even those occupations that used to require mostly low-level skills are increasingly requiring medium or even high-level qualifications. This means that people with low (or no) formal qualifications will find it more difficult to find a job in the future."" To cope with this our project has proven to enhance the current educational offer in automotive sector by creating completely new modules in a strategic field: energy sustainability (Europe 2020). From the project there was a clear need for VET all around Europe to keep updated, but sometimes this is difficult as innovation in industry goes fast and changes in VET systems are slow. The light transport industry is setting aside the derivatives of oil and turning into a cleaner energy, electricity; but VET providers, those who should train the technicians, are arriving late to these changes. With this in mind we needed to create modules to train students about this new technology. EUmob helped us to create international on-line modules that will led us to improve our offer and at the same time to promote mobility. As a direct consequence of this innovative approach, we created a chain of changes that helped to create synergies between schools and companies - as we plan to collaborate with different companies all along the project. The main objectives of the project were:• Create an open-source e-learning platform to learn about urban mobility technology.• Give comprehensive training to young people, in the area of electric urban mobility, not only focusing on new hybrid and electric engines, but also on their impact on mobility and society.• Create awareness in the younger generation and society about the importance of new efficient and clean mobility systems in urban environments.• Promote students/staff mobility.• Create a list of suggestions of creating working safety rules for the industry.Centro San Viator (Spain) previous project experience (in ""Automobility Expansion Pack"" 2010-1-DK1-LEO04-01873"") with SDE (Denmark) and Bridgwater & Taunton College (United Kingdom) let us know that they are highly reliable partners and that they will offer a technological knowledge difficult to find in other VET schools. Tecnalia Research & Innovation is the first privately funded Applied Research Centre in Spain and one of the leading such centers in Europe. With our 1,475 highly qualified employees, a 110 million Euros turnover and a portfolio with over 4,000 clients, TECNALIA are very interested in collaborating with a trans-European partnership with VET schools, as it is here where future technicians are trained. Description of activities and methodology The quality plan (QP) in the project provides the overview of the management structure, role and responsibilities of the project partners. It defines procedures and the monitoring of the progress, quality assurance and overall for the project management. Intellectual outputs: Open educational resources.Research on the importance of ""Clean Mobility Systems"".Recommendations of common safety rules.Multiplier events: Local conferences and workshops and a final international conference.Learning Activities:Short-term joint staff training eventsLong-term teaching or training assignments The achievement of the general objectives of the project had a positive impact on people and society due to: • Providing a more attractive education and training program based on ICT methodologies and open educational resources (OER).• Good practices and awareness on electric urban mobility, aligned with the European project and the EU values.• Increasing the understanding and responsiveness to social and environmental problems.• Improving internationalization strategies and reinforce cooperation with partners and companies from other countries.• Increasing opportunities for professional development.• Final recommendation about safety regulations for hybrid and electric car in EU. Potential longer-term benefitsFrom the project we have trained better technicians which will mean that local/regional companies will be more competitive in the areas of electric/hybrid cars. This has helped professionals of different fields (police, ambulance staff, car mechanics...) to work in a safer environment. Finally, but no less important we have been successful in increasing the awareness on electric urban mobility for all society."

Future is in our hands was a project that wanted to prepare its participants as well as the organizations for the future. It aimed on giving an opportunity for initial and continuous professional development of VET teachers, trainers and mentors as well as to promote innovative approaches to provide key competencies and work-specific skills to the learners. Future was not only dealt with through the themes of the Future labs but offered a testing lab to elaborate new learning environments. To accommodate to the change of the working life new ways of working within teams and organizations was seen as crucial. The project wanted to foster innovation and underline the importance of “soft” skills such as collaboration, teamwork, creativity and learning. That is why the four Future labs were based on team pedagogy. This project enhanced the creativity, innovative thinking and flexibility in multidisciplinary groups. The key to the succses was to offer the teachers participating in the project an intensive three days training on the methodology. It also helped with strong bonding within the teachers participating in the project. The main purpose of the project weeks was to activate the students into learning to learn in a more informal setting, in the four FUTURE LABS organized in this project. The themes of the Future labs were based on global megatrends and challenges of the future working life and were chosen in the first project meeting. The Future labs were held in each of the participating country. The problems that the students solved were based on interviews done in each of the participants’ home country and work places relevant to the field of study. Each of the weeks offered a chance to investigate the topic in a relevant company. For both parties to gain understanding on each other’s needs. The future labs gave a learning opportunity for 80 learners on cultural awareness, communication in a foreign language with methods where everyone’s contribution is equally important for the final result and success. Both participating teachers and students truly were in a “pressure cooker” for one week to produce a solution; out of their comfort zone and forced to step out of their traditional roles.

We are currently facing a transition in working life: professional requirements are changing, professional careers are evolving and employments get more and more periodic. Vocational education and training faces many expectations, e.g. personalised educational possibilities, flexible educational pathways and versatile learning solutions. Common and simultaneous development of education and working life is both a challenge and an opportunity. In this project the representatives of both education and working life jointly developed procedures to meet the needs of both sectors. The aim was to develop and implement together innovative and work-based learning experiences.Work for Adults 2.0 project has dealt with the questions of struggling with new digital tools or getting lost in social media when studying or creating educational material and how they can be used productively and effectively to help make Work-Based Learning (WBL) more transparent and goal oriented in the past years. Five partners from Finland, Estonia, Sweden, Basque country in Spain and from the UK have worked together to reach these specific goals: 1. On International level to create a description of best practices in Work-Based Learning in the partner countries and 2. Regionally to develop models for adult education that utilize e-learning and social media in the operational environment of early childhood education and support.At the same time we have developed adult educators’ and company representatives’ e-learning and digital skills in the learning process and in different learning environments and adult learners’ lifelong learning skills and competences and the ability to document their own learning processes.To achieve the above-mentioned goals we have organized workshops that enable teachers, learners and working life representatives to get to know and use different tools and applications of e-learning and social media.All participating organisations work on different areas of adult education. Mainly in Vocational education but also in Liberal adult education. The variety of offered qualifications and courses is vast. We have piloted some of the tools and social media applications in Early Childhood education, Business & Administration and ICT education as well as in preparatory and initial Vocational Education and Training for immigrants and even in Further Teacher Training. The outcomes and the procedure are however directly transferable to any chosen professional field and to any operational environment. The most important things are to create a positive attitude atmosphere and to link the working life into development of the operations.

"This Project is about reducing droput rate of students who continue their education in vocational and technical training due to variour problems. In the scope of the Project, which has three main objectives, a pairing program called ""buddy system"" in which an apprentice student is matched with an experienced one in order to ease their adaptation to school and to remove the negative effects of the school over them. Another main objective of the Project is creating a platform inside the Project website which is called ""business connector"". Inside the platform, the people seeking jobs and the firms searching for employees are matched together after filling in some basic forms and following some certain steps. Some job opportunities are displayed over the website so as to make possible matching with those who seach for job and employees in which the apprentices are also able to get help while choosing jobs. As one of the main requirements of the platform, the ditigal portfolios must be prepared in advance by students. Relevant activities (Europass Cv preperation course) have also been done during the project period. Under the coordination of our institution, there have been four partner organizations from the UK (Bridgwater&Taunton College), The Netherlands (Roc Da vinci College), Italy (Fondazione Et Labora) and Lithuania (Kauno Statybos ir Paslaugu Mokymo Centras). All of the organizations mentioned are the centres for vocational training. ın addition to all the main objectives mentioned above, local seminars, meetings and various courses in which both trainers and teachers, as well as apprentice students participated were organized locally in each partner organizations. As a result of the feedback, reports after job-shadowing activities and quality assurance plans, it's been seen that important steps have been taken concerning reducing dropout rate, the students have gained another perspective in looking at their job fields after comparing similar activities in European partner countries and those who involved in buddy system activities have increased their own motivation towards their jobs. More clear results of the project will be observed and it is also believed that this project will provide basis for further relevant projects in the longer term."

"La inclusión de las personas de la Tercera Edad con discapacidad intelectual(DI) en actividades que mejoren tanto su salud como su bienestar emocional, conlleva prácticas y políticas diseñadas específicamente para identificar y eliminar las barreras que dificultan la capacidad de los mismos para poder participar de una forma plena en la sociedad.Según la ONU,""La protección social se ha extendido significativamente en todo el mundo. Sin embargo, las personas con discapacidad tienen hasta cinco veces más probabilidades de enfrentarse a gastos de salud calificados de catastróficos."" Es por ello que la inclusión social constituye una de las once prioridades de la política de cohesión de la UE para 2014-2020 («objetivo temático 9») que contempla promover la inclusión social, económica y política de todas las personas, independientemente de su edad, sexo, discapacidad, raza, etnia, origen, religión o situación económica u otra condición”Hasta la fecha los centros de FP no ofrecen a sus estudiantes itinerarios formativos que estén estrictamente dirigidos hacia la capacitación en cuestiones relativas al envejecimiento activo de las personas con DI, de ahí la importancia de establecer herramientas formativas, contenidos técnicos de calidad y metodologías adecuadas que favorezcan que el profesorado de FP de las Familias Profesionales de Servicios a la Comunidad y Atención Sociosanitaria reciban una formación adecuada.Uno de los principales resultados que esperamos alcanzar es la creación un curriculum que mejoré la formación técnica del profesorado de las familias profesionales directamente vinculadas con el grupo objetivo, creando un flujo del conocimiento entre profesorado y estudiantes de FP en el marco de la atención a los ancianos con DI.El impacto estimado directo será al menos 100 profesores de FP de dichas Familias Profesionales de cuatro países diferentes, que serán los participantes directos en la formación y sobre más de 200 participantes indirectos entre los profesionales y trabajadores de las distintas organizaciones que trabajan con personas con DI, con las que vamos colaborar y a los que pondremos a su disposición los resultados y productos que se deriven del proyectoEs ahí donde radica la innovación de este proyecto: en la población que se beneficiará a medio-largo plazo, los ancianos con DI, sus familiares, los profesionales que trabajan con ellos en atención directa y por supuesto, la propia sociedad.El proyecto AIDA persigue además lograr alcanzar sus resultados a través de una metodología innovadora en el testeo de todos los materiales. Nuestro equipo de evaluadores externoformado por un conjunto de profesionales que trabajan con personas mayores con DI y sus familiares (uno por país socio) participará de una manera no formal en el proyecto, les haremos llegar los materiales y productos generados para que, con sus aportaciones, sugerencias e ideas, nos ayuden a implementar todas las mejoras que sean necesarias para lograr crear un curso online de la más alta calidad. Este curso online tendrá en cuenta no solo la atención sociosanitaria de los ancianos con DI sino también el diseño de programas de estimulación bio-psico-sociales que puedan ser implementados por los profesionales que trabajan directamente con ellos y prevengan el deterioro físico, cognitivo, emocional y social de los mismos.Las actividades previstas en este proyecto son:1.Trazar un mapa que nos indiqué con claridad qué tipo de y características y necesidades bio-psico-sociales presenta el colectivo de los ancianos con DI.2.Identificar, a partir de ahí, las competencias técnicas que tienen que adquirir los profesores de FP de las Familias profesionales de Servicios a la Comunidad y Atención sociosanitaria así como los profesionales que trabajan en atención directa con los ancianos con DI para mejorar su capacitación profesional.3.Diseñar un curriculum para la FP de las Familias profesionales de Servicios a la Comunidad y Atención sociosanitaria así como para profesionales que trabajan en atención directa con los ancianos con DI basado en el estudio realizado previamente y que contendrá contenido de calidad para mejorar la formación de los profesores de FP y de los propios profesionales.4.Generar una formación online a partir del curriculum diseñado.5.Pilotar la formación online para mejorar su contenido y metodología a partir del feedback que nos aporten los propios participantes para conseguir un curso con la mayor calidad posible.En este proyecto, el concepto de Calidad de Vida planeará constantemente sobre cada actividad o resultado intelectual que se planifique, desarrollar materiales con la máxima capacidad de transferibilidad y que tengan el mayor impacto posible, no solo sobre el grupo objetivo sino sobre la sociedad en general, aspirando a que todas aquellas personas que participarán en el proyecto enfoquen su trabajo hacia una nueva concepción de lo que significa la CALIDAD DE VIDA DE LOS ANCIANOS CON DI."