"Our project made it possible to identify, among the countries present in the partnership, the skills, knowledge and levels of responsibility and autonomy that an e- Facilitator or Multimedia Animator in order to obtain the recognition of his / her competences and this whatever the process of learning by which it obtained them from the moment when the countries or internal organizations of the same country, would establish a ""Memorandum of Understanding"", a tripartite agreement signed by the entities and the person in training.We had to go through a first phase of comparing the different profiles existing within the partner countries before we could extract the core competencies, common to the five countries.Our partnership aims to achieve the production of three leading intellectual output and has succeeded:IO1: The business profile / common skills of the e-facilitator / Multimedia facilitator, based on the collection and comparison of the competencies identified in each of the five partner countries: France, Spain, Italy, Romania And Belgium. Available in English, French, Spanish, Romanian and Italian.IO2: The training profile required for the implementation of learning outcomes units organizing future training modules for the e-facilitator / Multimedia facilitator based on the ECVET recommendations. Available in English, French, Spanish, Romanian and ItalianIO3: Creation of an online training module on 'learning the basic skills of e-facilitator / Multimedia facilitator accessible in English, French, Spanish, Romanian and ItalianAs part of the project we have also created a guide for the e-tutor to allow the future development of e-facilitator / Multimedia facilitator online training. This production was not foreseen at the time of the writing of the project but was necessary in the context of the realization of the latter. This guide is available in English on the project website.In order to allow a better dissemination of the results of the project, we also created a website that hosts the e-learning platform (Moodle) on which the training module is developed and where all the project's productions are downloadable: http://ecvet4einclusion.eu/Our partnership is made up of structures active in pedagogy and social action:- AID for Belgium. A network of training centers for low-skilled adults with expertise in the ECVET system, AID coordinates this project- INFREP for France, initiated projects on e-learning with the Fundacion ESPLAI. She has, among other things, expertise in innovative pedagogy and social action with networks of e-facilitators.- Fundacion ESPLAI for Spain, as mentioned above, was also an e-learning project sponsor and ESPLAI also worked on the development of increased recognition for e-facilitators.- ARCI for Italy also has expertise in supporting disadvantaged groups, among others by developing tools for e-learning.- the ACDC for Romania, which is a key player in Romania and Europe for the promotion of social inclusion through their involvement in several networks for digital inclusion.The Intellectual Outputs are downlaodable on the website: http://ecvet4einclusion.eu/ and on the VALOR Platform."

"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"

"Work Based Learning (""WBL"") enables vulnerable people to overcome a series of failures and exclusions by acquiring various key skills thanks the development of learning situations based on concrete action. The model stays acclaimed at European level because of its ability to enhance the employability of trainees and thus promote their reintegration both socially and professionally.Highly specialised technical skills are therefore necessary for the trainers, but are not sufficient, since the process of training requires simultaneous hard pedagogical skills. The objective of the 6 project partners was therefore to identify the needs in this area in order to develop new tools to support the training programmes. The aim was also to add an additional transversal dimension of promoting diversity in employment and to conclude this experience with a series of recommendations advocating the cause of ""WBL"", including an institutional dimension.Then the twenty and more trainers involved in the front line of the project have proceeded concretely on this way:> identify and exchange some training materials, > test them with trainees selected by each partner, > develop new materials based on the experiments carried out and informed opinions gathered during the organisation of workshops in the combined presence of more than one hundred WBL experts from 5 different countries, > develop common tools at the European level at the end of a week of training conducted in action, according to the major principle of ""WBL"",> develop some tools adapted to different more specific contexts, then potentially transposable into new ones on the basis of sheets evaluating and commenting on the process at each of its stages.The main themes revolved around :> evaluation of the trainees, > preparation for work placements,> fight against discrimination. On this basis, the partners propose a series of recommendations and working ideas intended for people working in the field and for people responsible for training administration and policy, emphasising the advantages and the innovative side of the teaching materials (grouped together in a toolbox) in order to continue the reflection on the different ways of organising the ""WBL"" and its challenges with a view to a wider dissemination of the model.All the results stay freely available on the project website (http://www.nt4s.eu/) and via the partners' portal."

"The economic crisis continues to bring a range of widespread challenges: many people have lost or are losing their jobs, and youth unemployment is at record levels. Areas of existing deprivation are the most vulnerable to the risk of poverty and social exclusion: 16.4% of the European Union's population (approx 80 million people) live below the poverty threshold and Eurostat estimates that 23,815 million men and women in the EU-28 were unemployed in January 2015 (18,059 million in the eurozone). The category of people ""at risk of poverty"" has expanded in recent years, as it has outlined a kind of ""disadvantaged user"" presenting multi-problematic characteristics, not only economic but of a those different kind, such as social exclusion or re-integration, health, culture, etc. For this ""disadvantaged user"", traditional training, work placements and standard paths to employment are no longer an effective solution to integrating into the labour market - even if the person has potential for becoming a productive worker they may need specialist support to address wider barriers, such as support in confidence building, self-empowerment, rebuilding of social networks and relationships. Another challenge of the economic crisis has been the re-distribution of funds towards countries with a deeper development gap (the so-called social security nets), leading to a progressive decrease in public funding and resources for education and training throughout Europe. Other sources and models of funding are thus fundamental to supporting training programmes, with a particular focus on non public funds, for example by strategically linking vocational training to industry. The Experience for Training project is inspired by the successful work-based learning model established in Belgium, Entreprise de Formation par le Travail (EFT). This best practice demonstrates an innovative approach to work based learning for adult jobseekers based on three interlinked aspects: pedagogical (the development of skills), economic (the sale of goods), and social (working with marginalised people). One of the important aspects of the EFT model is that the training activity is intrinsically linked to a production activity that generates income: i.e. the EFT sells its products and services in a competitive market environment therefore creating self sufficient training solutions for vulnerable target groups. The partnership involves 6 organisations active in social inclusion and vocational training. The initial rationale for the project was to better understand the existing ‘EFT’ approaches to work based learning in partner countries (UK, BE, TK, PT, AU, IT). From this understanding, the project has developed resources for trainers and organisations which complement existing activity, promote new 'EFT' style approaches and address specific gaps in trainer competences. They are intended as a general basis and are flexible enough to adapt to different sectors and target groups, such as training programmes for NEET young people, adult jobseekers, formal or informal education etc. They include: - A Work-based Learning Common Framework, with initial desk research on the state of art and a collection of good practices in each partner country;- A Professional Skills Profile of coaches/trainers in work-based learning environments;- A joint staff training session for coaches in Italy (5 days) and 20 participants;- A final recommendation report, that illustrates the Common Framework of Work-based Learning, the Professional Skills Profile, the results of the joint staff training session in Italy and the work-based learning methodology- 5 multiplier events, organised at key points of project lifetime and the production of intellectual outputs (after completion of the guidelines, the Professional Skill Profile, the joint staff training in Italy and a final seminar in Turkey)The EFT project targets three main groups upon which the impact is particularly strong 1) partners’ staff members, coaches/trainers whose competences/skills have been developed through project activities and transnational cooperation 2) trainees who will benefit from the improved skills and knowledge of coaches/trainers involved in the project; 3) project stakeholders (VET organisations, universities, public institutions involved in the sector, social enterprise networks and consortiums, private organisations, etc.) who were involved in wider networking and sharing of best practice, as well as promoting the value of the approach at national level. Overall the results contribute to the improved quality of WBL provision across Europe and the recognition of the unique skill set of trainers working in such environments."

"<< Background >>When low-skilled adults - long-term jobseekers - start a pathway to integration, they need a personalised framework, allowing them to acquire skills, personalised guidance and defuse the psychosocial and economic obstacles they encounter (mobility, debt, addiction, precariousness, etc.). The work-based training approach corresponds to this multidimensional challenge, in particular because it is characterised by a ""socialisation of learning"": peer education, continuous sharing and a relationship of trust with supervisors, empowerment, social legitimisation through the performance of a professional activity, etc. In addition, the work-based pedagogy establishes a framework facilitating the acquisition of technical competences, while allowing basic and transversal competences and soft skills to be worked on in a professional situation. The training aspect of these schemes is therefore a key element of their success, and this pathway must be ""pedagogised"".Within integration companies, they get their feet back on the ground by benefiting from adapted, individual support within a group. On the ground, those who supervise them - the integration assistants - multiply experiences and resources at their level. Their profile varies, as do the roles and missions they take on. It therefore seems relevant to work on clarifying their professional posture and the resources they mobilise to achieve the social and professional emancipation they aim for.<< Objectives >>Low-skilled adults are less likely to find employment or participate in learning, although these are key elements for their empowerment. It is crucial that they have access to adequate solutions to improve their skills, such as the schemes for (re)integration through economic activity.In this context, the ACTION project aims to enrich and formalise the methods of support in work-based training courses for low-skilled and vulnerable adults, in order to improve their social and professional inclusion, thanks to an increase in skills allowing access to classic, sustainable and quality employment and/or to qualifying training. In this way, we intend to develop the training-through-work method, a form of learning and integration adapted to the target groups because it allows them to be more motivated and hooked on to the system (offering practical and concrete action), and allows them to work on the development, or even the recognition and validation, of their skills. We want to formalise the support given to workers in integration, to better define and manage their pathway and lead to more positive outcomes. ACTION thus has the operational objective of clarifying the roles and missions of the inclusion advisers, and then equipping them to implement these missions.<< Implementation >>ACTION is based on the meeting of a consortium of experts in the field, who pool their expertise and experiences, their strong local and practical achorage to emulate pedagogical and methodological innovation involving front-line actors. The project is therefore intended to be concrete and pragmatic, by directly involving its target group: integration counselors. The project will be anchored in the reality of the field, with constant feedback to develop results and achieve the targeted objectives.Through the results produced, ACTION follows a global logic, responding to the issues raised by the project: to clarify the posture and function of the Integration Counselor, and to provide them with concrete tools to carry out their functions.Once the results have been developed, they will be returned to the field in two ways. Firstly, via testing phases with educational experts in the targeted sectors, to refine them and ensure their relevance and consistency. Secondly, via a dissemination phase, targeting professionals and experts in the sector, to present them the results and help them appropriate them in order to have a lasting impact on their practices.<< Results >>The ACTION project aims to help the ""integration counselors"" by : - Formalising the procedures for supervising the integration process of the target group- Promoting learning through work - ""Pedagogising"" their approach, in particular by equipping them for the positioning, monitoring and (self-) assessment of the skills acquired by the workers in integration - Providing recommendations for vocational guidance and sustainable integration of the target group into the labour market in order to foster their transition and sustainable inclusionThrough its implementation, the project follows a global logic, responding to the issues raised by the project: output 1 allows to clarify the role of the ""Integration Accompanist"", i.e. the persons in charge of the accompaniment of the target public in the integration structures. This result will clarify the profile, the objectives and the missions of the function of the integration counselor. Once this function has been clarified, the following outputs will constitute tools for the realisation of the missions of the integration coach: - Output 2 will establish the ""ideal integration pathway"", setting out the key stages of this pathway for the target group. It will serve as a guide for the Accompanist, to better organise his missions, giving him advice and recommendations to guide his daily work. - Output 3 will be a practical tool to be used for the follow-up of the target group, which is the main task of the FDW.- Output 4 will bring together ideas, advice and good practices to achieve professional guidance and integration into sustainable employment for the target group, which is the final objective of the host structures, and therefore of the counselorIn the long run, thanks to the implementation of its results, ACTION aims to improve the support of people in integration, and to develop the methodology of training through work as an innovative and integrated response to the needs of these people and to contemporary social and economic issues. These audiences will then experience greater professional mobility, thanks to their increased skills, and smoother paths towards sustainable socio-professional integration in quality jobs."