"The objective of this project is to develop the automatic recognition of non-formal learning outcomes (basic, technical and transversal skills) in the training of very low-skilled adults from socioprofessional integration training (SPI training) in relation to existing systems in the different contexts of the partner countries of the projectHe will Implement the phases identified in the recommendations on the validation of non-formal learning outcomes and the European Credit System for Vocational Education and Training (ECVET) in training institutions with low-skilled and distant from employment audiencesValidation is ""a process of confirmation by an authorised body that a person has acquired learning outcomes corresponding to a given standard"" (EU Council, p. 5).The automatic or non-automatic recognition of the learning outcomes of the low skilled adults is still too weak and does not allow learners' progress to be clearly identified in terms of their autonomy, responsibility and complexity of task achievement (see Progress within the European Qualification Framework - EQF - according to the 8 levels of control of the resources to be mobilised and more particularly levels 1 to 3 or even 4) as well as in terms of basic, technical and transversal skills.There are still too few qualifications or certification profiles developed for type 1, 2 qualifications (levels of the European Qualifications Framework -EQF), most often targeted by training organisations in Social and Professional Integration in relation to the basic level of learners entering their training. This lack has the effect of blocking people in their progress in their training path.The overall objective of this project will be to strengthen existing mechanisms in order to increase the number of training opportunities positioned in national qualifications frameworks (in conjunction with the EQF) at levels 1, 2 through the development of a system recognised by the competent authorities allowing learners to receive direct recognition or positioning of their learning within the non-formal training organisations in which they have pursued their training.The operational objective is to allow automatic recognition/positioning (at levels 1, 2 and 3 of partner countries' qualifications frameworks):- basic reading, writing, mathematical and numerical skills are acquired through orientation and/or refresher courses- professional skills: technical and non-technical skills and transversal skills directly related to professional situations (teamwork, communication, problem solving, etc.) acquired in the context of so-called professionalizing and/or qualifying training.Specific objectives : - Provide an overview of approaches and methodologies implemented at national levels for the recognition and validation of non-formal and/or informal learning for low-skilled audiences at levels 1 and 2 of the EQF- Describe and analyse examples of good practice in developing the positioning, recognition, of non-formal and informal learning at levels 1 and 2 of the EQF- Identify common transnational issues and make recommendations to policy makers.To achieve these objectives, case studies will have to be carried out (Intellectual Outputs) to:IO 1: Identify/Define the processes and procedures by which non-formal and informal learning could be recognised at levels 1 and 2 of the EQF: Workshops of innovative measures for the assessment of learning outcomes in formal, non-formal and informal vocational training systems;IO 2: Identify common characteristics between the case studies in order to deduce a model for positioning non-formal/informal learning outcomes on the basis of identified good practices: development of a model for positioning formative and summative evaluations of partner countries at levels 1 and 2 of the qualifications framework;IO3: Elaborate a User guide for the positioning modelIO 4: Develop a policy recommendations guide to enable the implementation of recognition / positioning of non-formal/informal learning at levels 1 and 2 of the EQF"

<< Background >>The teachers of the association for this project taking into account our experience in robotics, 3D design and printing and programming, I detect that it is necessary to adapt the training curricula to the new technologies that are beginning to be opened step in today's society and what better way than creating a project where students include all the emerging technologies that are beginning to be available to everyone, such as robotics through boards such as Arduino with its sensors and actuators, the 3D design and printing that can already be purchased for a small price and design with open platforms such as FreeCAD and graphic programming, such as an inventor app, which opens up a world of unimaginable possibilities without having knowledge of computer syntax.The needs that we propose is that the students who receive this knowledge start in technologies that are the future jobs and that go faster than the updating of the training curricula that are currently being taught in regulated education. Learning to link them together, as it is a multidisciplinary project and current training does not contemplate this possibility unless you study several training cycles.We can see that current training is only focused on preparing in one sector and current companies demand multidisciplinary workers for the technological positions that are beginning to appear.<< Objectives >>Prepare a training environment for future generations of workers who wish to learn these new techniques.General objectives:• CONTRIBUTE TO THE ATTRACTION OF VET THROUGH INNOVATIVE AND SUSTAINABLE PRACTICES AND IMPROVE ACCESS TO THE WORLD OF WORK.Specific objectives:• IMPROVEMENT OF THE CAPABILITIES AND SKILLS OF TEACHERS AND STUDENTS• ADAPT VET TO THE NEEDS OF THE LABOR MARKET• PROMOTE INNOVATION THROUGH SUSTAINABLE GROWTH• SUPPORT THE DEVELOPMENT, TRANSFER AND IMPLEMENTATION OF INNOVATIVE PRACTICES (ROBOTICS-IoT-H2)• EXCHANGE OF EXPERIENCES ON A EUROPEAN LEVEL• ACQUIRE CAPACITIES TO SUPPORT THE ECOLOGICAL AND DIGITAL TRANSITION<< Implementation >>• Design of different types of vehicles (car, train, drone, boat and bike), construction of the chosen vehicle that will be powered by sustainable energy, which in this case will be a fuel cell, being a system that generates water as combustion gases, In addition, the construction of the vehicle will use sustainable materials, such as 3D printing using PLA, which is a material derived from sunflower oil, hypoallergenic, bio-removable and reusable.• Programming using html5, c, Python, etc. languages ​​to control the vehicle by means of an IoT platform, where a machine-person control interface will be developed for the interaction of our vehicles remotely through the acquisition of data by the sensors located in the vehicle that we will receive in the interface and the action on our part in the actuators that the vehicle has to carry out the tasks that we tell it.• Design of an educational website where all the audiovisual and textual content that will be carried out during the entire duration of the project will be uploaded, giving it the form of an intermultidisciplinary training plan as requested by current companies and that can be used and expanded by any enthusiast in the material.Project activities ManagementD0.1: Management and CoordinationD0.2: Signature of the agreementsD0.3 Monitoring and evaluation (Reports every 6 months, Interim report, Final report)PM1: Manzanares MeetingPM2: Reunion ItalyPM3: Meeting RomaniaPM4: Meeting in MadridIO1_Educational platform for intelligent and sustainable transportD1.1: Design and development of the platformD1.2: Creation of training content (MOOC)D1.3: Video Tutorials- assembly sustainable vehicleD1.4: Technical documentation for the vehicleIO2_ IOT Programming ModuleC1_ IOT Training (Greece)D2.1: Realization of Programming Video TutorialsD2.2: Technical documentation for programmingD2.3: Creation of the control applicationIO3_ Remote control (programming + assembly)D3.1: Video Tutorial link vehicle + applicationD3.2: Technical documentationD3,3: Presentation of results and improvementsQuality Control and EvaluationD4.1: Development of a Quality Plan and definition of the IndicatorsD4.2: Regular monitoring of project progressD4.3: Development of evaluation toolsD4.4: Results evaluation reportD4.5: Final quality assessment reportDissemination and exploitation of resultsD5.1: Dissemination plan (Marketing, website, blog, intranet, media, RRSS)D5.2 Results exploitation strategyD5.3: Dissemination reports, international and national (Reports every 6 months, Interim report, Final report)ME 1 SpainME 2 RomaniaME 3 GreeceME 4 Italy<< Results >>IO1_Educational platform of intelligent and sustainable transport, Extensive knowledge in design and construction of a vehicle using sustainable materials, knowledge in alternative energies to power our vehicle, in our case it will be the fuel cell and deepen knowledge in robotics by programming plates, actuators and sensors, thus achieving a safe, modern and sustainable vehicle.IO2_ IOT Programming Module: Programming knowledge for IoT environments, using different languages, through the programming of a remote control platform where a data acquisition will take place that the sensors will send us and that after an analysis on our part will give us the option to act correctly by remote control of actuators.IO3_ Remote control (programming + assembly): Fusion of the hardware, the vehicle designed in point IO1, and the software, the IoT platform programmed in the IO2, to unite the two technologies that are independent, but when joining them we can interact from any part of the world with any element we want. Tangible Results;- Educational Platform 1000 accesses- viewings of the video tutorials, 120 video tutorials in total.- 4 multiplier events, 50 for each organization = 200- development of 5 control applications- Training, 2 participants for each organization that attends = 8- 5 prototypes of vehicles powered by hydrogen fuel and controlled by IOT- 15 technical sheets referring to each of the steps to be carried out and with the different designed vehicles- 5 vehicle prototypes that work with a hydrogen battery and are controlled with IOT- Interim reports on activities, dissemination, quality and financial- Final report of activities, dissemination, quality and financial- 4 transnational meetings- Semi-face-to-face training (Blended Learning) training 3 teachers per organization = 15 teachers trained

Based on various authoritative researches approx. 1% of the EU population is affected by learning limitations that may prevent proper administration of education and training and inclusion in the labour market.Among others, Down Syndrome as well as other cognitive genetic related constrains targeted by the project, may suffer from marginalization and financial difficulties. Down Syndrome people can, in fact, count pretty much on their family to fulfil their personal needs and to get financial resourses, as employment opportunities are very seldom provided to them and families show doubts and concerns about the future of their children while growing older themselves.Although some practices of specialised training for SN do exist across Eurpe and some employment case study are well documented, SN are not regularly enrolled into education or VET and just few are employed.Such a situation has an impact on the overall EU GDP growth and impose social costs for heath care that must be granted.The PACETRAINING initiative aims therefore at the design of an ad hoc training programme targeted at SN people aiming at providing them with the minimum required skills to be employed.The project will pilot the initiative in the Tourism and Culinary Arts industry, building upon previous SN training experience of the Applicant and the transnational partners that proved affectivness in the labour market, although the model will be designed in such a manner to facilitate its replication in other VET sectors and other contexts.To achieve such goal a number of activities will be carried out:1) Identification of Learning outcomes and grouping into Units suitable to equip SN with the necessary skills to be employed in the Hotel management and Culinary Arts Industry. Such activity will end up with the design of a short version of the regular qualification path, based on shared Units of learning outcomes, tailored on SN learning needs, potentials and timing, including the necessary assessment based on Rating Scales that will also investigate the “emotional reactions” of the participants. Such tasks will involve a double piloting of the training model: to put into practice the training contents and methodology at first and to provide the final version of the overall model after an adequate evaluation of the learning results and the employment potential.2) The creation of the necessary conditions that will provide VET centres with the skills required to perform with SN and administer them the pilot: such activity will involve the design of a Train the Trainers module of approx. 35 hours that will provide the training workforce of the partners with the correct methodology and the minimum scientific background to effectively approaching SN training. The Train the Trainers Module will include, among others, the clear identification of the work sequences and the toos to teach SN students, especially via audio and video equipments, role playing activities to simulate work environment and to place themselves into SN shoes, the use of the rating scales to assess SN performance and the acquisition of skills and abilities.3) The design of a communication strategy addressed to the labour market: employing SN can be both a benefit and a challenge for companies whereby the lack of information and fears are to be taken apart. Communication with employers will therefore provide them with evidence based information of the benefits arising from employing SN and the reduction of the connected social costs as well as the natural “team building” that empoying SN represent.4) The identification of other profession suitable for a replication of the model in other fields of training and other georgraphical context. Such activity is planned to futher support the project sustainability and to provide the wider community of VET practitioners with an opportunity to widen up their social inclusive training supply.Based on the above described main activities, the project targets the following groups:A) SN people and their caregiversB) Trainers at a European levelC) EmployersD) VET authorities and decision makers at the local, national and European levelDissemination activities will be addressed to all these groups at different stages of the project implementation in a double manner: gathering them altogether at time of sharing project results and indivually at time of raising awareness.