4 EXPORT intends to stimulate the use of interdisciplinary apprenticeship as a tool to boost internationalisation, promoting the entrance of young, skilled employees in SMEs who can take care of internationalisation activities through interdisciplinary apprenticeship education. 4 EXPORT wants to provide them with the tools to implement efficient and high-quality interdisciplinary apprenticeship programs that promote internationalisation.Internationalisation is a quite common topic of discussion in nowadays’ education; however, most of the times it refers to the internationalisation of the education, rather than learning about internationalisation. While it is easy to find information about this first topic (e.g. Building knowledge on international cooperation in VET Report, EC), finding courses devoted to assisting the internationalisation of firms becomes rather complicated in VET education.Yet, internationalisation of EU countries accounts for 1/3 of the world’s exports, and especially some of the partner countries (Italy, Spain) account next to FR, UK and GE for around 20% of the world’s exports (and 56% of EU). It is necessary for EU companies (especially SMEs) to find suitable workers who are able to help them go through the internationalisation process effectively. Hence, it is necessary for students to have the possibility to learn about internationalisation before entering the labour market, in order to provide them with tools to help organisations in this task. On other terms, interdisciplinary apprenticeship has been proven to be a key way to add to a company an innovative perspective of the work to be done, as well as to become a benefit because the apprentice learns how to work in the company and becomes a useful employee later on. Entering in a company as an apprentice rises the loyalty when becoming an employee, increasing the efficiency and willingness to work for the company.The purpose of 4 EXPORT is to help the current international position of the EU by providing keys to help students learn how to boost international competitiveness. The partnership will create a MOOC and web platform in which workers with experience in internationalisation and will provide participants the latest innovative capabilities and skills related to interdisciplinary apprenticeship in an international environment.

"The aim of the project CIVIC JOURNALIST - THE PROFESSION OF THE FUTURE is joint work on the development of tools, materials and solutions to help non-formal education organizers educate young civic journalists using new media to conduct modern journalistic activities, in particular the e-learning module ""Civic journalist guide"" and compatible with it the e-learning platform ""Civic journalist website"". The tools will be created on the basis of cooperation and exchange of experiences between our organizations. The project focuses on non-formal education, improving the quality of work with young people in the field of shaping citizenship and overcoming the difficulties in this area that have arisen in connection with the current COVID19 pandemic.The goals accomplished under the project will include:1. Developing two results of intellectual work:- e-learning module ""Civic journalist guide"" from March 2021 to March 2022 - the Bulgarian group will be responsible for coordinating the work- the e-learning platform ""Civic journalist website"" from March 2021 to March 2022, the Polish group will be responsible for coordinating the work2. Organizing a short training program for employees of our organizations, which will take place in April 2022 in Poland and will last 7 days, will be attended by 5 representatives from each organization.organizing an international project meeting ""Civic journalist - midterm meeting"" in November 2021 in Portugal, which will be attended by people responsible for individual elements of the entire project (5 from each country) and which will also serve the mutual exchange of experiences and tightening ties between our organizations.3. Organizing dissemination events with two meetings:- civic journalist - disseminating meeting I - organized in Bulgaria in June 2022, broadcast online- civic journalist - disseminating meeting II- organized in Italy in July 2022, broadcast online4. The above activities will be supplemented by online meetings of all project teams at the beginning and end of the project, as well as regular online meetings of teams responsible for individual key elements of the project - results of intellectual work, promotion, dissemination and implementation, as well as work with groups of potential recipients of our activities - young people interested in civic journalism in our countries."

On a European level, the integration of migrants in their transition in the labour market of the host country has been a main priority for political debate and policy initiatives in a growing number of EU member states. A main concern for professionals in charge to support migrants is to be equipped to address the diversity approach- the profiles of the public they address is more and more diverse.Professionals with a diverse profiles (in their professional path- social workers, educators, teachers, in their status- paid staff/volunteers, in the territory they are working on- rural/urban territories…) are not well equipped to support migrants themselves also diverse (in age, gender, countries of origin, languages…) to overcome the many obstacles they are faced to in the labour market. In particular professionals need to adapt to diverse demands expressed by their public (migrants) including linguistic, social, professional support but also and above all transversal competences.The main reasons for preventing migrants from a fair and efficient inclusion in the labour market are mainly: a lack of recognition of their experience including knowledge, competence and skills. It leads to a process of deskilling highly demotivating. Most of the time, it is uneasy for them to be able to justify a relevant working experience in the host country as they work in the “black market” (undeclared) or the work they do is irrelevant with their genuine qualification. The acquisition of the host language is a main obstacle even more difficult with this lack of recognition of their previous knowledge or competence. A vicious circle is easily built –that leads to social and professional exclusion.A main aim of the DiverPass project is to support the setting up of, an access to, upskilling identifications and screening, learning offers adapted to individual learning needs, recognition of flexible modes of learning and through the validation of skills acquire through informal and non-formal learning on the basis of suggested voluntary activities to migrant learners as relevant professional experience that may open the way to a qualification through a VPL process. The DiverPass project addresses: professionals/educators with various profiles (paid staff /volunteers, in urban/rural territories, with diverse educative background) working with migrants in order to support them in identifying and acquiring key transversal competences and therefore enhance their transition into the labour market Another public gather migrants with various profiles –low & highly qualified (at least a level of education equivalent to the Baccalauréat), male/female, junior/senior (at least 18 years), all types of status- refugees, asylum seekers, economic migrants, family reunification…) to facilitate the Valuing of Prior Learning (VPL) on the basis of their work experience and skills acquired both in their native countries and in the host country.The DiverPass project aims at supporting professionals/educators to tackle the following issues: a lack of recognition of qualifications and professional competences of the migrant learners they are working with (reference: Key competences framework, EC, 2006 & 2018) ; a high diversity among migrants in terms of status (administrative diversity), education (levels of education), reasons for migrating (economic, political, family gathering, studies…) ; a high diversity as well in the skills and competences required for professionals especially as they are also diverse in terms of status (volunteers/paid staff) and qualifications (in social work, teaching & training, migration issues…) ; and a lack of relevant training and methodology to combine a formal learning- for instance to assess a linguistic level (Common European framework of reference for Language- CEFR, since 1991) with a non-formal & informal learning (based on a voluntary experience)To achieve its objectives the DiverPass project intents to design : a training for migrant learners (IO1) to better equip professionals to support migrants in their social and professional integration ; a mentoring for trainers to apply properly this training among professionals with various profiles (paid staff and volunteers)- (IO2) to meet the special issues they are faced to- answering the expectations of public with various profiles ; and a guidance for anyone working with migrants (IO3) in order to enhance a key competence approach taking into account the diversity approach with a focus on diversity and mobility , combining formal, non-formal and informal learning (Bologna process & Copenhagen process).A main innovation of the DiverPAss is to enhance a relevant competence strategy among both educators and their learners (with migrant background), combining formal/non formal/ informal learning based on a voluntary experience to be expressed in terms of competences- mainly KC2- multilingual competence and KC6- Citizenship competence.

Supporting the mobility of vocational school students in the European labour markets by addressing the skill gaps is possible thanks to the unification of educational standards and the introduction of commonly available compensatory tools (such as digital open educational resources). The answer to these needs is carried out in an international project E- STEPS (E-Skills Training on Employability Practices & Solutions).The experience of project partners associated with skill and professional development of young people and adults as well as their excellent knowledge of the issues facing vocational education resulted in the development of innovative project that will allow the digital integration for learning, teaching, training and youth work as well as the development of a European area of skills and qualifications along with improvement of the competencies of adult educators. E - STEPS project is being implemented in the international teams ensuring professional, interdisciplinary and high quality collaboration.The E-STEPS project envisages increasing the mobility of vocational school students from five EU countries by developing their knowledge and skills in the area of soft employability skills and the development of a European area of learning by improving the quality of teachers / educators. The project will directly involved 500 students, 100 teachers and a number of representatives of educational institutions.During the project, students will undertake a course on soft employability skills (6 competencies) implemented in two stages - workshops in groups of 10 people supported by an e-learning platform and as part of self-education, completion of which will lead to a final contest – the winners of which will participate in a conference actively disseminating the results of work in the project.The activities undertaken in the project involve the creation and testing of innovative tools in the form of an e-learning platform and a set of educational materials (guides, e-learning courses, face-to-face workshops programs and reports relating to the evaluation of the effectiveness of vocational education in the context of the needs of the youth labour market). The project is intended to provide the scope for the exchange of experiences between the beneficiaries and organizations to strengthen the personal and professional potential of all participants (international and national conferences). Implementation of the project will be undertaken using a variety of communication channels (social media platforms, instant messaging, online softwares), and the principles of effective management and partnership programs implementation.Results of the project will include a report on the analysis of the needs of vocational education, an innovative, multi-lingual platform with workshop guides containing practical exercises, guides for educators, case studies of young participants and interviews with partners collaborating atinternational meetings. The results will be disseminated at conferences and communicated to all stakeholders using available communication channels.The project involves creating permanent changes in the teaching of students on vocational courses - enhancing their professional capacity and personality by developing soft skills that will help to increase mobility in the labour market and enable them to obtain a satisfactory occupations.Teachers covered by the project activities will benefit from the innovative tools that will fill an existing gap in vocational education for the related soft skills (Career Management Skills; Self-reflection (signature strengths, values, preferences), including self-worth and confidence; Emotional Intelligence; Managing mental health (stress management, resilience); Relationship building and networking). By participating in the study and analysis of the needs of vocational education, teachers will get the opportunity to compare their experiences in relation to the other partner countries. The project also supports directly the needs of all of the participating entities, allowing them to develop and update experience as well as providing an opportunity to develop both professionally and personally.

The ARIVE project addressed the todays need for increasing effectiveness and facilitating process of labour market integration of humanitarian migrants. This social group requires particular support at the beginning of integration to the society and labour market. They generally arrive with weak, if any attachment or link to the host country and have gained qualifications and work experience in very different labour market conditions. Generally, it takes long time (5-6 years) for integration of 50% of migrants in the area of EU countries. Long periods of inactivity also lead to demotivation and deskilling; deskilling in turns means that they could only accept low-skilled jobs, remaining trapped in a low socioeconomic cycle. Moreover, low-skilled refugees are even more negatively affected than other migrants are and they are left to find their own way in societies with high labour market threshold (European Council). The main activities within the project ARIVE are aimed to deal with all major causes that prevent refugees’ integration to boost levels of integration in communities. These issues include lack of recognition of knowledge, competence and skills, including previous studies; deskilling and social isolation; lack of working experience in the host country and peer networks at a suitable professional/ vocational level; language and understanding of the civic and social landscape.The general objective of the project was to develop quality learning opportunities in order to encourage low-qualified and low-skilled humanitarian migrants to assess and upskill their competences in order to enter the labour market at early stages. The primary target group in the project was professionals and educators working with counselling/education and employment of humanitarian migrants. They were involved directly in research, development and training activities.The secondary target group was humanitarian migrants, especially those with long distance to labour market due to low prior qualification and limited working experience. The elaborated deliverables were: O1: Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe” The methodology combines 3 main approaches for collecting information, combining quantitative and qualitative types of research:Desk research (statistics and regulations); Interviews with stakeholders (implementation from the perspective of professionals); Focus groups with humanitarian migrants (implementation from individual perspective); Existing national reports and analysisO2: Refugees Integration Assessment Toolkit: INTEGRASS.The “INTEGRASS” is a toolkit for assessing formal, non-formal and informal knowledge, competence and skills as well as the education level of the humanitarian migrants. The INTEGRASS was tested in the pilot activities.O3: Migrant Service Provider Curriculum Handbook with focus on upskilling and work-based laboratoriesThe Curriculum Handbook embraces 2 parts: 1. UNDERSTANDING THE NEEDS of low-qualified migrants for better service provision by Migrant Service Provider. 2. COUNSELLING AND TRAINING MATERIAL FOR LOW-QUALIFIED MIGRANTS as a first step in integration process. The Curriculum Handbook was tested in the pilot activities.O4: Toolkit for the Validation and Quality Assurance of the CurriculumThe Toolkit for the Validation and Quality Assurance of the Curriculum has been developed as a methodological support for implementation of IO2 and IO3 for trainining and counselling of low-qualified humanitarian migrants. This IO was the final step in the holistic approach for social/labour market integration of humanitarian migrants:1. Validation of formal and informal competences through INTEGRASS (IO2) 2. Training courses to empower the individual and cover learning gaps (IO3) 3. Development of individual action plan based on validation and training (IO4) O5: Guidelines for policy-makers and practitioners working with integration of low-qualified humanitarian migrants EU-wide guidelines has been developed with a set of recommendations and best practices focused on successful integration of low-qualified humanitarian migrants. About 160 participants took part in the interview, which allowed the partners to develop IO1 (Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe”), about 100 participants took part in training courses which allowed the partners to develop and finalize IO2, IO3, IO4. The project has contributed and will continue to promote the empowerment and active citizenship of adult learners in the long term impact. The benefits of humanitarian migrants who were an active part of the project during research, development and piloting of its intellectual outputs within the regional stakeholder networks are evident for the long-term impact.