Entering the labour market successfully when their schooling is finished is a challenge to young people all over Europe, especially if they are considered disadvantaged. The problem is not only visible in the economically weaker countries in Southern and Eastern Europe, but is also evident in all other countries. To address this problem, many countries in Europe introduced 'work-oriented training' methods (WBT) in schools and vocational training programs to create a better link between theory-based learning and practical training. This approach is more stimulating to these students and has shown to produce feelings of success for young learners whose skills and capabilities lie to a greater extend in practical work rather than abstract learning. Nowadays, it´s widely recognized that those countries with an integrated work-based vocational preparation and training system and an apprenticeship-oriented approach are doing better with the successful transition from school to work. However, the national transition settings differ from country to country. Furthermore, regardless the national institutional system may be, the same challenge has to be faced everywhere: how to combine theory learning and practice training efficiently in order to produce sustainable learning success with disadvantaged young people.This in fact was the main focus of the WBT strategic partnership. The aim was to discover and examine the various work-based training approaches being used in European countries and to find out 'what works', striving to disseminate good practices and approaches. The overall aim was to find successful ways and strategies for overcoming long standing learning barriers and blockades in order to create sustainable learning success and to secure the successful integration of young students into the labour market.At first, the partnership researched the different transition settings and WBT approaches in the partner countries and illustrated the findings in an overview report. Following, an Online Survey was carried out, addressed to the main relevant stakeholders involved in school-to-work transition: teachers, trainers/instructors and the young learners themselves. The interviews were done through an online questionnaire containing a mix of standardized and open questions. The aim was to find out what were the great advantages of the respective WBT approach in the country; what were the drawbacks; and what kind of improvements can be identified. The online survey collected around 20 interviews from each stakeholder group in each country, producing more than 560 interviews in total. The online survey was evaluated in a Report on Findings and finally lead, as the core product, to a Manual on Work-based Training that illustrates the different approaches of WBT, documents the findings of the survey, and details best practices-by providing descriptions of demonstrative examples.

"In the spirit of the Bruges Communiqué to develop a ""vademecum / study"" on successful work-based learning models "" we have learned with and from each other's work-based learning models. Doing this we have used the peer evaluation methodology in this project. To achieve this, in a first training / learning activity, we have teached all participants who have carried out a peer evaluation the methodology of peer evaluation. We have developed the necessary documents together that we have used throughout the project. We did not limit ourselves to the use of this innovative learning method for youngsters in risk. We have focused on different target groups. Throughout this project, we have hold discussions with staff members, teachers, trainers, mentors, CEOs and policy makers to get a good picture of workplace learning in the country we have visited. For each peer evaluation we have performed, we have chosen a main focus beforehand: - how to build a good network of companies: focus peer evaluation in Estonia;- how to match a student with a company: focus peer evaluation in Germany;- how does the student's coaching / support in the workplace happen by the school/by the company: focus peer evaluation in Spain;- how does the recognition, evaluation and validation of what one has learned takes place in workplace learning: focus peer evaluation in Slovenia;- the common thread throughout the entire process will be the quality development and the communication between student, company and school: focus peer evaluation in Portugal.Each peer evaluation has resulted in a report for the visited center in which we have named the strengths and formulated recommendations for improvement. With this report the relevant institution got started to improve its own system of workplace learning based on the main focus that was used during the peer evaluation. In a final document we have described our ""lessons we have learned"". This document has been published on the European platform for project results. With this document we hope that it can be used by others to introduce work-based learning or to strengthen their existing system of workplace learning.ParticipantsWe have used / developed a clear system inspired by the methodology that is known in Flanders as a ""peer review"". During the firts training, together with our partners, we have ""translated"" and ""redeveloped"" this method into an adapted EU-level instrument. 20 participants have participated in this training. These people had knowledge of the way of workplace learning in their home country and had experience in working in European projects. These persons were able to transfer what they have learned during this training to colleagues from their own organization. The participants in this training have carried out the most of the planned collegial visitations together during this project.Results and impact attainedThe main result has been the strengthening of WBL within adult education VET of the partners concerned and in the regions concerned by exchangeing of good practices in WBL in adult education VET. This enhancement of WBL has been logical and strived for as a result of increasing the knowledge, experience, insights, vision development among the staff / employees of the partners in the field of WBL.The joint ""translation"" and ""redevelopment"" of an existing Flemish methodology from peer review to an adapted European instrument has been done. We have set up together a methodology for peer evaluation to increase the Q of WBL for grown up learners and to improve the knowledge of our trainers/mentor on the issue of WBL. At the end of the visit to their region / organization, each of the receiving partners has received a critical review of their approach / organization, including some advice for innovation and improvement"

"CONTEXT BACKGROUND: STEPS (Smooth Transition to Professional Skills and Employability from School & VET project emerges from the confluence of the need to promote employability and professional skills of young people, a fact that both the European figures prove it, but also the daily work of COCIN in this area, and on the other, needs identified by San Juan Bautista school and VET teachers and students regarding Employability Guidance from School and VET.A Networking event organised by COCIN on February 25, 2014 within WELCOME & CO transfer of innovation project (2OI2-L-ES1-LEO05-49461), where educational institutions were main target group/attendees allowed first contact with that shown needs. STRATEGIC PARTNERSHIP was formed by Cámara de Comercio, Industria y Navegación de Cantabria (ES), project coordinator. Unione Regionale delle Camere di Commercio,I.A.A. Veneto (IT). We already work together in the European Program EYE (www.erasmus-entrepreneurs.eu) as well as in WELCOME & CO. Cornwall College (UK) and BERLINK (DE), also partners in WELCOME&CO contribute with the educational and business approach respectively. As new partners: Colegio San Juan Baustista (ES) and ZIB–Zentrum für Integration und Bildung GmbH (DE) as educational institutions and BEN EUROPE-Institute Qualification & Project Management UG brings its business approach.Consejería de Educación de Cantabria will be a ""silent partner"" that will provide its local VET support.STEPS' MAIN GOAL: To promote a European vision of business and career and employability information and guidance in order to prepare students from school and VET for a smooth transition into the labour market. SPECIFIC AIMS: To find out main challenges faced by teachers, students and businesses for a smooth transition into work in a European context; To promote a better understanding of the labour market in the European Union, by making teachers and students actively participate in the project in the partners’ regions; To inform teachers and students about career guidance resources and tools already available in the European context; To make students and teachers aware of the importance of ITC and linguistic skills, specially English.ACTIVITIES & INTELLECTUAL OUTPUTS: Apart from the preparation and managerial activities, to achieve these objectives, the project transferred IT tools, methodology, managerial know-how and materials developed to reach the following INTELLECTUAL OUTPUTS:O1: Database system design: VET learners, teachers and companies in each partner region; O2: Online Platform for Training & Employment Information & Guidance in School & VET; O3: Info Point Set-up & Implementation: Information and Guidance on Employment and Training resources in Europe in School & VET; O4: Compilation of good practices in Career and Employment guidance in School & VET; O5: Training material: Career and Employability Information and Guidance materials to become part of the career guidance subject (FOL)O6: Competition of Proposals made by students, coordinated by teachers:'My career pathway: Young people in the European labour market'O7: Compilation of Entrepreneurship tools and resources from School & VET in each partner's region; O8: Pilot action 'The makings for entrepreneurship'; Beside, other activities have been carried out: Blended mobilities, External evaluation (interim & final ones), blog made for students, coordinated by teachers, business talks, etc.METHOGOLOGY used to reach activities and results is divided into three different phases: Preparation/planning; Implementation and follow-up of activities; Closure & sustainability. The cooperative methodology shared by the strategic partnership is one of the contributions of the project.IMPACT: It provides a more complete picture of the needs in School and VET Employability Information & Guidance in European regions. It contributes to the creation of a joint action including the most interesting strengths and resources of each region for helping students to their smooth transition into work, by making them aware of the opportunities that Europe can offer them and contributing to their linguistic and ICT skills improvement. It contributes to cooperation and network between educational institutions by promoting the impact on beneficiaries with different legislative, educational environments and socio- economic backgrounds.LONG TERM BENEFITS: Future cooperation between the participating partners and related school and VET providers/ stakeholders in their countries at local, regional and/or national level brings STEPS project a great European added value, as well as the tranfer of specific results of the project to other contexts and target groups."