"<< Background >>In the partner countries there is a striking number of bottleneck jobs within the logistics sector. According to the sector, there is an obvious mismatch between the profile of jobseekers applying for these jobs and the profile requested by logistics companies. Companies tend to find few suitable candidates because the specialised knowledge can only be acquired in a logistics company or through thorough practical training as part of an educational programme. Logistics regulations are very comprehensive, complex and constantly evolving. High quality requirements are also set, such as experience, communication skills, multilingualism, flexibility, multitasking and stress resistance. Negotiating talent, the right attitude and a sense of responsibility are often breaking points. Companies encounter difficulties finding the right candidate because they continuously ask for highly skilled profiles. If they do decide to recruit semi- and unskilled workers, they have to train them internally on the job, which means a large investment in resources and time.Emerging sectors, like the logistics sector, require skills that are not yet taught in a practical way within European VET education. That is why, within the modernisation of the third degree in Belgian secondary education, the double finality ""Internationale Handel en Logistiek"" will be launched from September 2023 onwards. This double finality prepares students for either further education in an HEI or employment in the logistics sector. One third of this new training will have to consist of practical training. By the end of this project we will have a work based training programme for logistics, that matches the new educational objectives for the 3rd grade of secondary education, approved by the Flemish Parliament on 10 February 2021. For the Spanish central office, as well as their VET school, implementing logistics PEs also means a new specialised target group that will be better prepared for further logistics training in HEIs or for a job in the logistics sector. They too experience how the quantitative and qualitative shortage on the labour market causes vacancies to remain unfilled or even cease to be advertised. In addition, the sector has a large ageing workforce. This will mean a large outflow in the coming years. This requires an influx of new professionals into the sector. As a result, the demand for these profiles will increase in the coming years.For the global PE network, EUROPEN-PEN International, it would be an enormous added value to create an innovative model for a logistics PE that can subsequently be implemented in all other member countries of the association.The role of the HEI and real companies in this project, is to ensure that the programme is effectively oriented towards further education and/or employment, and of course provide the necessary input to make the programme as successful and up-to-date as possible. We count on them for input on global logistics trends, such as digital transformation, supply chain visibility, collaboration and green logistics. Both would benefit from well-trained junior employees/students that have learned and practiced the technical and transversal skills in a safe international environment where they can gain a wide range of practical experience.A number of transitions, especially technology-driven ones, are having a major impact on the transport and logistics sector. There is also a need for trainers who have been introduced to these technological innovations in a very practical way. In our project we will monitor these technological innovations and integrate them into our PE model, as well as our training for trainers.<< Objectives >>The aim of our project is to develop a work based learning programme that prepares European VET students for an advanced logistics education in HE or for a job within a logistics company. To increase inflow from experienced VET students into logistics HE programmes and companies, we want to implement the practice enterprise (PE) methodology in logistics educational programmes and set up pilots for logistics PEs in VET schools in the partner countries. By using the PE methodology we are certain that this project can reduce the mismatch between the skills people are taught and the skills needed by the sector. A PE is a student-run company in an educational setting that operates like a real business and silhouettes a real enterprise's business procedures, products and services. Under the guidance of a trainer and business mentors, students in PEs engage in business activities, both nationally and internationally, with other companies within the global PE network. Today, more than 40 countries and 7000 PEs globally are part of EUROPEN-PEN International, the worldwide network (https://www.penworldwide.org).To do so, we will first of all inventory the key competencies and skills required by logistics companies and determine how they can be trained and integrated in the PE concept. For years the PE network has been committed to focus on the quality and relevance of skills, so they meet the need of a rapidly changing labour market. Now we want to extend this methodology to other sectors than the ones we have been working on for the past 25 years (administration/ commerce/ finance). With this project, we will renew an existing concept by making it suitable for a new sector, and offer very business-realistic training that fit seamlessly with the trainee's future internship and/ or job in a logistics company.We want to ensure that VET students are better qualified. Because of this innovative method, the trainer will be able to steer them very well in terms of further study choice (specialisation) and ultimate job target (employability). Using the PE concept will lead to higher job satisfaction for trainers, greater motivation for trainees and an increasing popularity of the logistics programme in VET schools and HEI.This project will bridge the gap between job market and (future) jobseekers in the logistics sector, but also between the classroom and real training at a workplace. It brings a realistic working experience into the logistics VET programme and realises synergy between education and the real working field. This project aims to offer companies well trained junior employees that have learned and practiced the technical and soft skills needed in the logistics sector. It’s about getting people ready for employment and it’s about providing a growing industry the workforce they need, but cannot find for the moment. We believe that this is conform with the EU Commission’s view on how education can be a lever for economic and regional development and at the same time give young people good perspectives on sustainable employment.The logistics PE will offer real-world work experience for trainees to put into their CV. They will communicate with native speakers but will also be confronted with differences in company cultures and international regulations. They will have international opportunities to engage with other PEs to create a realistic transnational logistics experience. They will have the opportunity to complete the logistics process, linked to orders, from A to Z, an opportunity they often do not get during Work Based Learning (WBL) in a real company due to the risks involved for the company.Our final goal after this project is to implement the logistics practice enterprise in other institutions that offer logistics training programmes. Therefore we will create a model that can be used not only in the partner countries, but also in other countries that are member of EUROPEN-PEN International (40+ countries).<< Implementation >>The activities are planned with the objective of setting up pilot practice enterprises for logistics, and will be developed with the participation of all partners but some of the specific activities (work packages - WP) will be undertaken by teams of partners, as milestones in the global project: - WP 1 Management and Implementation- WP 2 Research on professional qualifications and attainable job targetsWe want to identify the employment possibilities, i.e. which logistics career goals are attainable, after completing an education in ""International Trade and Logistics"" in a secondary VET school. As this prepares students for either further education in an HEI or employment in the logistics sector, we also want to explore their possibilities on the labour market if they have a diploma in higher education in the logistics field.- WP 3 Definition of skills required by higher education and the labour market The project aims to create a strongly expanded supply chain part within EUROPEN-PEN International by comparing educational and professional qualifications frameworks for these specific logistics profiles in different countries, by comparing the key competencies and skills from these qualifications to the real needs of the labour market. This will be done through consultation with HE professionals, real companies in the logistics sector and a thorough job vacancy analysis.- WP 4 Creation of a model Practice Enterprise for logistics & WP 5 Implementation of software/tools The following objective within this project is to set-up a common curriculum using the PE methodology for logistics profiles in VET in the different countries. We will investigate necessary measures to adapt the current methodology to logistics training programmes by inventorying processes, workflows, software/tools as well as non-technical skills required by the sector, and create a future proof model for logistics PEs. - WP 6 Training for teachers For teachers in the different participating countries we will create a train the trainer and accompanying manual to make sure the teacher masters this new methodology. This training will offer an immersion into all aspects of the practice enterprise, so that trainers are able to manage PEs, evaluate students, but also make the necessary adjustments in the learning path of each individual.- WP 7 Set-up of pilot Practice EnterprisesAfter our research and preparations, we will set-up a pilot Practice Enterprise in each participating VET school offering logistics training programmes in the different countries. These pilots will perform the logistics tasks linked to the commercial transactions (purchases and sales) within the global PE network, paying attention to the technical and transversal skills required by the labour market. All of these activities will be done through consultation with the HEI, real logistics companies and Logos, the Flemish sectoral training fund for logistics (https://www.logosinform.be). Connectief is in charge of the project coordination, so by definition for the coordination of the work carried out by the different partners. Connectief will focus on the objectives, the expected outputs and results as well as the global execution of the project. The outputs result of a set of activities developed from a rigorous planning that provides for specific development and deadlines for these activities completion, as well the responsibility of each partner. Their achievement will be monitored through collaborative digital tools throughout the project. The activities are listed in the work packages that will partly overlap in time. During the project there will be 4 transnational meetings and 2 official online meetings. All project partners will participate in these meetings. Additional online meetings can be organized for issues that need to be discussed (e.g. between WP teams), to present interim results, allow for feedback and ensure that deadlines will be respected.<< Results >>Five project results are planned: - PR1 Benchmarking and Analysis ReportThe Benchmarking and Analysis Report produces a document reporting a general overview of the main outcomes and findings of benchmarking and best practices for currently used practical logistics training in partner countries and across the current PE networks. The main aim of the analysis consists in determining and defining indications for the most demanded logistic profiles and developing a common training methodology to implement logistics training in the PE approach in partner countries, also having in mind a EU perspective.- PR2 Implementation Guide and MaterialsThe guide is conceived as an operating tool supporting VET schools providing logistics training within the PE, to cooperate in arranging and implementing the methodology within a school context. With regard to this purpose, the guide consists of two main parts: The first part concerns the general indications and describes the methodological framework for the implementation of logistics training in the PE, in terms of ICT and vocational skills delivered and acquired, characteristics of technical staff within schools that will manage the PE logistics programme, the learning environment, connection with relevant guidance and training paths to foster ICT and logistics skills, connection between the PE and logistics programmes. The second part concerns the specific settings where the PE logistics learning methodology is realised within each partner country. Each partner involved in the project enhances the general framework described in part one, according to the specific needs and characteristics of target students and their didactic background.- PR3 Trainers TrainingThe main objective of the trainers training action is to facilitate the teachers/tutors work regarding the logistical simulation activity and to develop the necessary competencies for planning and running Logistics PEs.- PR4 Practice Enterprise Piloting ExperiencePilot experiences will be realised within the Belgian and Spanish VET schools involved as project partners. According to the guide and teachers training, the national central offices for PEs assist the schools in organising and implementing the PE logistics training piloting.- PR5 Piloting Evaluation and ReportThe report on testing contains not only general and comparative conclusions on the results of testing as carried out in the piloting schools, but, outlines indications for the improvement of the learning methodology and suggestions for sustainability and transferability of the Practice Enterprise logistics learning approach within the school programmes and also in other school contexts. The comparison among the testing results of pilot experiences is useful to give an added value to the project’s outcomes and final validation of the guide.Real companies will get to know the PE concept and be able to share their knowledge. Real companies will be able to recruit graduates who already have a solid practical and inside knowledge. Students will benefit enormously of the skills upgrade and gain self-confidence through extensive practical experiences.Project outcomes can be disseminated and mainstreamed to VET schools within the national network in each country, but also in other countries that are member of EUROPEN-PEN International. Project results will continue to be disseminated after the end of the project through cooperation with other educational institutions and policymakers not belonging to the partnership. The consortium's mixed structure of schools and associations ensures that the largest number of target group members will continue to be reached following the end of the project. Annual network training events will showcase the results of the project to the academic community and help ensure sustainability and to ensure that the greatest percentage of end-users possible is reached both during the project phase and subsequent life of the outcomes."

European countries have fulfilled the right to education, reaffirmed in many declarations, making education available, accessible, acceptable and adaptable. But it is not enough. Education plays a key role in determining how we spend our adult life and it has been proved that an individual’s level of education directly correlates to future quality of life. Consequently, there is a need for schools and education systems to focus on equity, as a measure of achievement, fairness and opportunity to ensure that personal characteristics are compensated and everyone can attain the same type of healthy lifestyle. School stakeholders have a key role to enhance equity in education and school autonomy is a drive for school quality. By enabling schools to combine equity and quality, all children are given opportunities for a good quality education. These reasons let us set the aim of this project: To empower schools to enhance and assess equity, and the following specific objectives: -To develop school practices that enhance equity in education -To create a framework to assess equity in schools -To empower school heads to lead school changes that increase equity in their schools -To promote awareness and collaboration in school communities to enhance school equity In a European project, it is important to generate and share new knowledge collaboratively; this is why we have created a partnership with different stakeholders: schools, universities and educational authorities, from five different countries with different schools systems and different school autonomy traditions. The partnership is formed by nine institutions from Belgium, Italy, Romania, Spain and the United Kingdom. The coordinator of the project is the General Inspectorate of Education in Catalonia, a regional educational authority, which supervises and evaluates equity in schools. In terms of educational authorities with similar competencies, we have as partners, the Evaluation Council of the Education System in Catalonia, the Ufficio Scolastico Regionale per la Lombardia, the Inspectorate of Education in Sibiu and Scholengroep Brussel, a school group with administrative power. With also count with Istituto Casati and Institut El Calamot, two secondary schools that along with some schools from Scholengroep Brussel have successfully tackled equity with good practices. Finally, the Welsh Centre for Equity in Education and the Lucian Blaga University of Sibiu have expert knowledge on equity in education and are essential to set theoretical frameworks and publish good quality materials. The target participants of the project are students, school leaders, university researches and educational stakeholders. They all have participated in different activities. We have applied action research and reflective practice methodologies and we have used teamwork as an organizational strategy. which have brought the following results: The project has had the following results:-103 staff mobilities in four transnational meetings-34 staff participants in one international training activity-More than 500 school heads and educational stakeholders in multiplier events-5 papers on school equity published in academic journals and international conferences on education-35 recordings and descriptions of school equity best practices-More than 200 school engaged in assessing school equity-More than 50 school heads trained in school equity-6 newsletters in 6 languages sent to more than 5000 educational stakeholdersApart from these results, we have produced 4 intellectual outputs: -Framework and methodological guide on equity-Digital tools to evaluate school equity (interactive rubric and indicators software package)-Training course for school heads on equity in education-Academic portal on equity in education with academic papers (written by project staff), best practices recordings and bibliography.Some intangible results are: -School heads have been empowered to deal with equity in their schools due to professional development course and the availability of tools to evaluate equity -All stakeholders have become more aware of the importance of equity in education due to the availability of the project’s intellectual outputs and the planned dissemination activities: school leaders meetings and multiplier events -All the staff in the project institutions have increased their knowledge and expertise on school equity thanks to their participation in the project We also expect a very important long-term outcome, which is an increase of the number of schools that evaluate equity and implement good school equity practices within the project's area of influence, thanks to the availability of all the products developed in the project in different open platforms, which will also ensure the longer term benefits of it.

We want to encourage students to learn to listen to the other, to understand the other’s point of view, to feel strong to dedicate themselves to their community and to be able to help social minorities in their surroundings. Developing these competences at school, we expect our students become responsible citizens committed to their closest social setting as well as to the European society, having as their own the values of respect to diversity, understanding, cooperation, equality and solidarity, and considering dialogue as an essential part of coexistence. With this project, we want to exchange good practices with the aim to strengthen our active citizenship education. Here, we define active citizenship as: 1) to engage and participate in socials issues in society and 2) to engage in political issues in society and in democracy as a concept that guarantees individual choices of its citizens despite opposite interests.First, we want to find methods to develop the social and civic (= democratic) skills of our pupils. Second, we want to find expertise to create a learning environment in which ‘active citizenship education’ flourishes at school and outside the school, targeting different target groups (disabled persons, refugees, etc.) , using different concepts/methods (social internship, etc.), and with different intensity (1 day-activity, long-term engagements, etc.). And to find ways to evaluate and recognise the learning results of ‘active citizenship’-activities.The students of 17-18 years old are involved in the project. About 100 of them (20 per school) will be directly implied participating in mobilities, while the rest of them will be involved too, as they will participate in other activities and/or will be affected by results of the project. About 50 teachers (10 per school) will be involved in mobilities. We will develop activities addressed to increase the knowledge of the students about citizenship and to increase the motivation of the students to be socially committed. For the teachers we prepare activities with the aim to exchange strategies and methods to give more knowledge to teachers about organizing citizenship projects and how to evaluate those kind of projects. We make also sure that the teacher widen their horizon and get to extensive their network of schools and organizations. This we do with the goal to broaden our knowledge and visions so we can improve the quality of education about citizenship, coaching and motivation of students .The results we expect are that our students feel social and civic values as their own, and feel as an essential part of their community itself. We also aim for resilient young people who will seize the opportunities to take an active part in life as citizens, caring for themselves but also others. This will be reflected in our schools, in our student’s after-school lives and in our society. The most important outcome of the project is an increase of knowledge, awareness and engagement about and for citizenship initiatives to help each other and especially social minorities. We will disseminate the activities we have carried out, the documents we have elaborated and the benefits of participating in an Erasmus+ project in cooperation with other European Schools.