"This project is relevant because all four partner countries send a lot of students abroad every year, but we all have different ways of preparation/coaching students, who want to go abroad. It provides some different expectations of all the parties. Sometimes it creates misunderstandings and frustration for stakeholders. When we have the same frame of reference as a common toolkit, all stakeholders will understand each other better and our students will feel more secure and confident and better equipped and also having a feeling of being more professional when they take an internship abroad. Students will be more confident with their objectives, they have an idea of what is expected of them from the internships.The project is innovative because the outcome involves participants from internships/ labour market, employers and students during the process of this strategic partnership and also after the expiry of the EU funding. The new element is that we establish a local student board to hear their views and experiences on how this toolkit works best. The student board is an equal partner and is participating and giving feedback. The students will bring their opinions and also act as a pilot in the project in two levels (locally/nationally and internationally)The main objective of this project is to improve the preparation proces for students who want to go abroad in internships in the collaborating countries. The project partners want to develop and to test a toolkit in a project period from September 2015 to spring 2018. Project partners consisting of four partner countries from Finland, The Netherlands, Estonia and Denmark (all VET schools/ colleges) and several assistant partners as local work placements /local internships will also participate in this project.- Finland´s representative is an ECVET expert. In addition, the Finnish school (Omnia) has for the last 2 years worked with ""Individual learning pathway"".- The Netherlands (Vitalis College): has a long experience working with innovative cooperation exercises and teamwork.- Estonia (Kuressaare Ametikool): Big experience in using information technology in teaching students in VET-programmes.- Denmark (SOSU Nord College): The teachers teach daily in innovative learning methods like: cooperative learning and ""Theatre of the oppressed"" (Forum Teater)A phased project model implements the project. The project is legally anchored in the applicant organization SOSU Nord where a steering committee has been established to ensure that the project is implemented according to the Danish rules for ERASMUS +.The coordinating group has divided the project activities in 6 phases.The six phases vill ensure coherence and clarity for all parties in the project. At each phase transition the coordinating group discusses whether the milestones are reached and weather activities are managed well. Then the group plans in detail the next phase. The steering committee approves the coordinating group´s coming things to do.The tangible result of the project will be a toolkit. The toolkit will be a flexible and dynamic open online platform. The project partners will ensure the existence of the toolkit after the expiry of the project period. It means that after the project, other VET schools with related internships in Europe have the opportunity to contribute and add materials and create databases and therefore the toolkit remains to the benefit of all European stakeholders. Activities related to the toolkit are the other intellectual outputs mentioned in this project. These intellectual outputs are essentials elements in the toolkit and they are connected to a lot of activities.One of the milestones is a beta version of the toolkit, which will be ready for the national pilot beginning 2017 and later on the toolkit will be fully functional for the international pilot (2018) Another milestone is (C1) Learning/Training Activities in innovative learning methods, for teachers only, which will support the project's objectives: ""Improving the preparation proces for students who want to go abroad in internships"". This training/learning activity is necessary for the project's results and further implementation.The final result = the toolkit will have a positive and enhancing impact of students´:- social skills- personal skills - foreign language skills - professional skillsThe project partners use an online web portal based on a CMS-System to create our toolkit, because it is a free web software. This is beneficial for the long term benefits of the project based on the assumption that there will be a greater chance of continuity and maintenance after the expiry of the EU funding. The final result of this project is sustainable because the online open toolkit will be relevant in the future because of its its relevance usefulness and function. Form and contents of the toolkit will probably change according to the needs and wishes of the future Europe."

Problems of the TRANS-FINECVET project refer to development of the European Credit system for Vocational Education and Training (ECVET) in the European Union and to implementation of curriculum solutions developed with consideration of EQF/NQF requirements and descriptors describing learning outcomes (knowledge, skills and competences). Due to the above conditions, the project partnership has been established and it has included three EU countries (Poland, Finland, Spain), the key aim of which shall be constituted by transfer of European good practice at practical implementation of the ECVET approach, as well as development and improvement of quality of professional qualifications in occupations important for the European labour market, i.e. Child Care Worker and Health Care Assistant acquired in formal and non-formal education. Innovative character of the project shall be manifested, inter alia, in development of a new ICT tool to support processes of creation, update and evaluation of descriptions of qualifications and units of learning outcomes, with regard to development and improvement of quality of a curriculum offer in the above-mentioned occupations belonging to the group 5311 and 5321 in the ISCO-08.The project assumes preparation and more efficient use of ICT tools and open educational resources, as well as achievement of coherence between the European and national tools concerning recognisability of professional qualifications and competences.Project measures and outcomes are directed to a broad group of recipients, including teachers and trainers in the both professions. Methodologists, careers advisers, research institutions, training institutions, adult 50+, women getting back on the labour market, teachers are threats of the lose the job.This project and its outcomes correspond with detailed objectives of the Erasmus+ Programme: improvement of quality, innovativeness and internationalisation of educational institutions, modernisation of educational systems through exchange of good practice and outcomes, as well as use of European tools facilitating recognition and transfer of qualifications on the sector of vocational education and training. Measures related to preparation of the project outcomes shall include i.a. execution of international comparative research of requirements of standards of professional competences for two occupations that are subject to transfer and preparation of a report and recommendations directed to target groups (output O1); development of methodical material concerning transfer of good practice from Finland to other partner countries within the scope of implementing the ECVET approach in the practice of vocational education and training (output O2); comparison of this solution with solutions functioning in Poland and Spain in order to support recommendations to enhance national initiatives related to ECVET (output O3); execution of comparative research of curriculum offers functioning on the market for two occupations in order to identify learning outcomes that are common and differentiating particular partner countries (output O4); development of a base of descriptions of qualifications and units of learning outcomes for the above-mentioned occupations according to the methodology adopted in the partnership and constituting the source of valid knowledge about qualification requirements for future employees in these occupations (output O5). The above-mentioned outcomes shall constitute information resource for a developed interactive ICT tool applied, inter alia, to update and evaluate a catalogue of learning outcomes identified in the project and appropriate for the occupations: Child Care Worker and Health Care Assistant (output 6), which may be used for cyclical verification of the quality of vocational education and training curricula.As dissemination measures, it is planned, among others, to organize video-conference seminars, in each partner country, international conference summing up project implementation, multilingual book and the project website together with shared open educational resources (OER), access to the ICT tool and the database. Assessment covered all functional modules of the tool:•Form for registration of institutions and experts („Participation”)•Competences catalogue•Competences tests•Institutions catalogue•Experts catalogue•Glossary of terms•Contact information.Application was again made available on a Web server in ITeE - PIB at: http: http://trans-finecvet.eu/service/en/. Potential long-term benefits of the project include, inter alia, internationalisation of the activities of the project partners, educational institutions, development of national training based on learning outcomes and ECVET approach, increased capacity of employment for persons with confirmed qualifications in the above-mentioned occupations taught in the mode of formal and non-formal education.

The project “Growth in the Work-Based Learning Triangle (GRIT)” was a cross sector project between VET and HE institutions developing work-based learning practices. A specific focus of the project was the interactions between the three parties: the school, the student and the employer.Project aimed at improving the interactions between the WBL parties and taking digital tools into use to support work-based learning.The project was led by Haaga-Helia UAS (HE, Finland) and the other 4 parties were Omnia (VET, Finland), HoGent (HE, Belgium), Tartu Kutsehariduskeskus (VET, Estonia) and Ikaslan Gipuzkoa (VET, Spain). The immediate target groups of the project were the teachers, students and contact persons of involved organizations.The project hold two international training events related to Service Design and Digital tools. The number of local trainings for all the target groups to involve and integrate them to the project goals was over 20. The project improved the professional competences of the teachers and boosted the digital competences of all target groups.The project took two major approaches to improve the communication between the three parties of Work Based Learning:1) Service Design (SD) thinking and methods were used as a training tool. SD offered the participants ways to improve the content of their mutual communication. All three parties (teachers, workplace coaches and students) learned and practiced how to think of others as customers (instead of seeing different situations only from one’s own viewpoint, the participants practiced the skill of understanding others and their needs). The project narrowed the generation gaps and empowered the parties to collaboratively and respectfully work for common goals.2)The project experimented the use of several digital tools (such as Slack, Padlet, Trello, Popplet..) that could be used by regular smartphones to- increase interactions in the WBL triangle and innovate, how e.g. WhatsApp could be used as a reflection tool for learning outcomes by the students. - boost the self-confidence of students and impact attitudes and develop transversal skills (e.g. ability to work collaboratively, think critically, take initiative and problem solve).Long term outcomes and benefits of the project included - Increased cooperation between the WBL employers and the schools that were sending students to the WBL period.- New and innovative methods were used in the learning materials, inspired by Service Design.- In addition, introducing innovative, rewarding and fun communication methods and evaluated digital interaction tools were demonstrated for WBL contexts.

The main Objective European of Entrepreneurship for Speakers of Other Languages (EUESOL) is to target young adult Migrants (16-40 yrs) arriving across the EU seeking to create a new life through the establishing of new business growth and development within partner organisation countries. The EUESOL Project will provide specialised Entrepreneurship Language Training Skills, Skills Mapping/Mentoring and Specialised Business Planning/Training of new Business Start-Up Programmes. We are developing the project based on results of previous successfully delivered programmes. The project is based on feedback from previous domestic and EU project dissemination and Multiplier Events where we have had requests to combine Language Training, Skills Profiling, Vocational Training and Entrepreneurship Training. Hence the EUESOL Project. It also helps to address the very high unemployment across the EU, in many programme countries BME (both domestic and migrant numbers are high within the unemployment group). Although unemployment is low, between 3.8% and 9.8% the number of BME extremely high within this figure at around 48% of the unemployed, this number increasing dramatically due to the current pandemic, with further rises expected. Also within the UK and partner countries and the number of self-employed BMEs accounts for only around 4% of self-employment businesses, a growth here addressing the predicted 25% - 30%+ drop in EU Economic Activity.Hence, through local partnership working (across project partner countries), we have identified a need for Entrepreneurship support for this target group.Partners have been strategically picked to offer an arrangement of expertise from both the Private and Public Sectors, all who have a vast knowledge and experience in supporting this specific target group. Project will provide a range of Training Opportunities to cover all aspects of Self-Employment and through the array of partners’ expertise offer a full guidance experience leading to a new EU Entrepreneur. Delivery includes the first steps in skills mapping, experiences and aspirations of migrants with a view to them establish their own new business in a selected employment sector and utilise the support of Colleges/Private Trainers/Private NGOs along with use of Government Agencies such as Skills Development Scotland and Job/Employment/Regeneration organisations along with National Qualification/Accreditation bodies to support the project. The EUESOL project will assist in breaking down local barriers within host countries thus bridging business support and local communities through training courses in partners’ languages. We address a number of EU priorities including the “Achievement of relevant and high quality skills and competences” and “Enhancing access to training and qualifications for all” through new and innovative digital (VLE) training materials accessible to all.We will work closely with other VET colleges and adult training providers to establish specific learning materials, much of which will be available on-line and on the Virtual Learning Environment (VLE) which will open doors to a more flexible learning approach. VLE materials will be developed and integrated into 4 * 20 hrs Training Packs:* Developing a Business Idea (Various Sectors)* Finance and E-Business* Commercial Aspects of Law* Environmental Development Skills for Enterprise (This will include following new Government Guidelines to ensure reduced and zero carbon emissions as laid-down by local Government and Government agencies)* Training includes skills mapping of project beneficiaries/individuals to attain suitability for new-business start-upTraining will comprise of encompass BME/Migrant Green Entrepreneurship Language Training Skills, Mentoring and Specialised Business Planning of new Business Start-Up Programmes. Training materials and material assessment materials are aimed at EQF Level 4 and provide a minimum 9 EQF Credit points. Units will encompass an aspect of Skills Assessment. Training materials will be developed as Learning Outcomes to meet all partners’ requirements and allow for further development within ECVET allowing for additional flexibility and mobility opportunities across partner organisation and countries.Partners are addressing specific gaps in training faced by new Entrepreneurs and specifically Migrant Entrepreneurs, we look at the numerous barriers faced by Migrant Workers and Refugees: Language, Business Development, Integration Skills, Support Mechanism, etc. and break down these barriers through the dedicated language/skills training to allow better integration within sectors.Partnership involves Migrant Community Groups (Established and New) to direct the training needs of BME/Migrant Entrepreneurs. Partners have highly trained staff from both Public and Private Sector providing a wide range of training skills including advisors to local Government on Migrant, Refugee matters.

The premise that you must keep in mind in order to understand the logic of the project is that the survival of the gold sector of quality, along with the maintenance of employment opportunities for young people with training in traditional schools, is deeply linked to the ability to achieve synergies between the different techniques and methodologies taught in the schools of the partner countries and with the definition of a quality standard shared involving in addition to production, the processing methods, the training and the skills of those working in the sector. In line with the priorities and objectives mentioned by the European Credit System for Vocational Education and Training (ECVET), the Golden Nets project aims to improve the opportunities for young people who attend the goldsmith schools, to obtain recognition of their skills in all European countries, making it more attractive and European mobility together as possible, offering more guarantees to potential employers about the quality and certification of the training received. To develop a shared approach through the comparison between best practises and didactic methodologies used by the various goldsmith schools, to structure the qualifications in learning outcomes, formulated and organized in ECVET units, operating the Distinction between knowledge, skills and skills accrued. Make cognitive visits and short training courses to know the systems in force in the countries of origin of the partners of the project, allowing the teachers of each school to participate in the evaluation tests and to contribute to the Joint definition of quality standards for learning outcomes obtained in the proposed training pathways.Among the 60 people who will be involved in the project and participate in some of the planned formative moments, there are entrepreneurs, people who manage small and medium-sized enterprises that produce or market jewels; Their presence is very important as well as to provide opportunities for training and future work, also to offer a direct testimony of the professional activity for which the students are forming. To deepen the knowledge of the territory of each partner and identify potential in view of new joint initiatives to organize related to the dissemination and marketing of products (e.g. festivals, events, fairs, international meetings, etc.), will be involved representatives of local institutions, as tourist promotion agencies, officials of municipal offices, representatives of associations of artisans in jewellery, artists and designers in addition to Representatives of the main local press bodies.Among the main activities undertaken we can cite the workshops carried out in the laboratories of all the schools involved; The testimonies in the classroom of entrepreneurs and experts in the field, the interventions of local institutions and associations; Visits to museums and places of cultural interest; Visits to CompaniesAt the end of the project the results obtained relate to each of the categories of direct and indirect recipients involved in the activities carried out, as detailed below:-Schools can use qualifications designed in units of learning outcomes to define curricula and to compare their programs with those of other entities-Students can make their learning outcomes more transparent by facilitating the evaluation and recognition process in all EU countries, encouraging their mobility-Teachers have acquired new teaching methodologies and evaluation procedures by comparing them with colleagues from other schools belonging to the project's partner countries.The know-how matured by a graduate student in a goldsmith's school that has the opportunity to acquire new skills working in contact with other colleagues from other European countries, allows to face the competition with a greater specialization, innovating and By diversiecting the supply of products on the market. To do this we must ensure that young people can find job opportunities and training in all European countries, as already recalled in the European Charter of Quality for mobility, obtaining the recognition of accrued skills and learnings.