Quality assurance of in-company training for apprenticeship and school-based VET is an important issue of European VET. Well-defined learning outcomes are crucial, as they support the preparation of the students´ study plans and their implementation, ease the assessment and contribute to transnational mobility. Video technology is a convenient approach for addressing the challenge of applying learning outcomes, used in the project “See the goal: In-company learning outcomes as video recordings”. 7 partners from 4 countries were involved in the development process. SLOVENIA, as Lead partner, the Institute of the RS for VET (CPI), together with the vocational school center (Solski Center) from Celje. DENMARK, the Consultancy firm Moeve aps and the vocational school ZBC SOSU Sjælland. PORTUGAL, the Chamber of Commerce and Industry CCILA. FINLAND, the University of Applied Sciences HAMK and the vocational school Tavastia. Experts and practitioners from Slovenia, Denmark, Finland and Portugal want to improve the quality of planning the in-company training, to design a more transparent communication among different stakeholders (especially schools and companies), and to create useful tools for students’ self-assessment. Project produced seven intellectual outputs (here and after IO):1.IO1 Four sets of videos (23 videos in total)2.IO2 Script 3.IO3 Collection of best pedagogical practice & conclusions 4.IO4 Pedagogical guidelines for in-company trainers 5.IO5 Guidelines for VET consultants (WBL organizers or advisors of training companies) 6.IO6 Guidelines for VET students7.IO7 Formulation of learning outcomes (national practices) A series of minimum training requirements for companies, in the form of in-company learning outcomes and typical work situations, were prepared. Denmark, Finland and Portugal have in-company learning outcomes prescribed on national level, since Slovenia developed them during the project. They were described in the report on in-company learning outcomes design (IO7). Selected learning outcomes were described in scenarios that were the basis for shooting videos (IO1). The procedure for making videos was described in the manual for video production (IO2). In the application we named this IO2 Script. There was a lot of misunderstanding with this term, so we change it to Manual. VET students, in-company trainers and managers, VET consultants/coordinators and VET teachers used videos in practice in different ways: •in VET schools for introducing to the students to their learning outcomes for their forthcoming in-company training,•by VET students, as a preparation before their training in a company,•by VET students, to support self-assessment during or after the training in a company,•by VET students, making videos about in-company learning outcomes as a reflection on the learning process and as a contribution to their portfolios,•in training companies, as a dialogue tool for trainer and student(s), regarding the professional content of the learning outcomes and as a joint reference framework for trainer and student(s)•by VET consultants, as a focusing tool on the learning purpose of students´ in-company training periods.The aim of using videos in practice described above, was firstly to elaborate different usages of videos and secondly to evaluate them. All in all, several hundreds of persons were involved and as a result of this activity, the report on usage of videos for different purposes was prepared (IO3). On the basis of the results of the practical use of videos we prepared three guides to support the use of videos for three different target groups: students, in-company trainers and VET consultants (IO4, IO5, IO6). All the results are available on the webpage: https://www.seethegoal-eu.si/. More than 2000 people (students, teachers, in-company trainers, policy makers and other stakeholders) benefited from the project results directly and indirectly. All the intellectual outputs have been in use in all partners’ countries. Some of them are usable for specific educational programme (IO1) or specific target group (IO4, IO5, IO6), others are transferable into different educational programs or even levels and types of education (IO2, IO3, IO7). The methodology/approach developed in See the goal project is usable as well in:•general education (primary and secondary level: e.g. project work in primary schools...);•different levels and types of VET educational (for different forms of work-based learning);•youth actions (recognition of informally acquired knowledge);•national vocational qualifications (recognition, validation and accreditation of non-formal and informal learning);•career orientation.

The aim of the EC EUVET project was to exchange good practices within the field of innovative thinking and welfare technology (WFT) in the Social Health Care (S&H) sector as an answer to the common European paradox that we identified at the application stage; Many technology investments are neither really put to practical use nor integrated into the practical care work. We identified a need for practical inputs and experiences in order to optimize the use of technology and innovation in the sector and ultimately help to a better service for the citizens. With 8 partners from different countries we had a broad foundation to secure various strengths and experiences in the field. Therefore, the learning activities in the project focused on sharing best practice and gather all the ideas on an easily accessible platform so that as many people as possible can benefit from it.The partner countries are Finland, Germany, Spain, Sweden, Greece, Belgium, The Netherlands and Denmark. The partners represent different levels of development and use of innovative methods and WFT which has shown to be a strength as we learned a lot from each other because of the differences both in cultural approach and technical resources. As the EC EUVET project builds on the fact that although remarkable resources are invested in hardware and human competences a lot of WFT remains unused, a survey was prepared for both managers and employees at hospitals and elderly care centers in the partner countries in order to identify some of the reasons for this. The overall conclusion behind the small study shows that innovation and technology have come to stay in the H&S sector but, in addition to the already good education that young students receive, concrete inputs to translate knowledge into practice are lacking. The results of the exchange of best practice in this project serve as a tool to encounter some of these gaps. It provides relevant links to inspirational materials and specific project weeks reports that serve as catalogues with inputs to innovative methods and ideas for best use of WFT. Furthermore, we formulated a learning target focusing on WFT for VET students - it is accessible for everyone, who find it usable. As this was in fact an add-on (learning target number 8) to a former European KA2 project, it was decided to only develop one new learning target rather than creating a joint guideline for EU countries as originally planned in the application. The learning target can be found on the Facebook profile: “EC EUVET – Healthcare – welfare technology and innovation”: https://www.facebook.com/groups/1540965615959912/permalink/3051801324876326/. You can also find the corresponding assessment sheet: https://www.facebook.com/groups/1540965615959912/permalink/3051815138208278/ The target group of the project has mainly been teachers in the S&H sector, when it comes to the learning activities. In total, 73 mobilities were used for Learning and teaching activities (LTAs), and 38 mobilities for transnational project meetings (TPMs). The LTAs included lectures of innovative methods and technologies, executed by both internal and external speakers as well as many study visits to facilities, where new and/or innovative technologies were either developed or taken in to use. The participants got the opportunity to test on the spot a variety of welfare technologies, and to find a lot of inspiration that could be transferred to their own schools and finally as result of training of students, to the work places. That is, several stakeholders have taken part in the project as intermediaries of relevant topics and knowledge: representatives of management in the S&H sector, municipalities, VET innovation and research centers as well as representatives from technological development companies. The project has thus managed to reach out to other stakeholders beyond the project managers, both due to the interaction in the learning activities but also because of the survey and – not least - due to the platform that we chose to use for dissemination. The plan was originally to create a web page for sharing the results, but it was at an early stage of the project decided to create a Facebook profile instead (in the following named as FB profile), with the purpose to create a more dynamic, open source platform for sharing internationally know-how among all schools, dealing with welfare educations. For each LTA a report with summaries of each event, including presentations of materials, lectures and photos was created and uploaded under “files” https://www.facebook.com/groups/1540965615959912/files. This is the main result that we want to draw attention to as it is the essence of all project results. The FB group had at time of finalization of project 527 members from participating partners and from other schools in the health and welfare educational sector. We believe the platform will provide good opportunities for longer-term benefits.