COMWORK. Exchanging practices for recognizing and validating competences of social and educational professionals was conceived from a network of seven actors from four European countries: Italy, Spain, Bulgaria and Portugal. The planned objectives were reached in social and educational domains as well as the valorization of non-formal and informal competencies of female and male workers. In each country, partners analysed needs and practices in the training of professionals involved in the services for the NEET (Not in Education, Employment or Training). Social and educational workers are key figures for many inclusion and employability policies success, with a particular focus on those who are.This working methodology was based on: - improving the national systems for recognizing and validating non-formal and informal competencies aligning them with the EU indications and tools;- acting directly on the training system (academic and vocational), identifying learning units for strategic competencies and related learning processes.The applicant, University of Roma Tre (IT) involved the Direzione Formazione, Innovazione e Ricerca Regione Lazio (IT) that is currently working at two strategic objectives: enforcing D.L. 13/2013 and accomplishing the Repertorio Nazionale dei profili professionali (in accordance with the development of the Italian competences certification system); two VET Italian providers: the association Il Laboratorio and People Srl, both involved since many years in the operators training, project planning and management of services like Bilan de competences. This kind of partnership implemented the possibilities of COM_WORK to intervene with a systematic approach in the topic.The purposes were to offer a more effective training proposal and to identify competencies that can activate the young users of the services.For the same reasons Roma Tre involved three qualified and heterogeneous expertises: •University of Vallaloid (ES), one of the best practice research and training agency in the competencies based approach; •Znanie Association (BG), addressing since many years school drop-out, and giving them training opportunities by project planning, and integrating competencies and disciplines; •Caixa de Mitos (P), an agency delivering innovative services for unoccupied young people, combining managerial approach with job orientation and competencies analysis. CoMWork aimed to:•disseminate the application of competence analysis model in social work field;•share the model with policy makers and companies;•promote the use of European tools to recognize competences;•develop a guidance and training model to recognize and validate competences of social and educational professionals;•produce learning units for informal and non-formal competences of socio-educational professionals dealing with NEETs.The main outputs of the project were:•a comparative report on strategic informal and non-formal competences of social and educational professionals;•a guidance and training model;•guidelines for trainers;•three learning units.Definition and common definition, comparative work, competences debate, sharing methodology facing NEET condition were the basis to conceive a subject centred learning program, based on training activities, which involve young people, promote their participation in the society, and enhance their self-management capacity.The three main areas of strategic competence identified are: 1.The collective competences of a team and a network;2.The motivational and empowerment competences;3.The planning and change management competences.In order to improve employment and mobility of European young people, the partnership included exchange of the practices. This is the core of the whole COMWORK process, that aimed not only to activate a process of co-building within the partnership, but also to involve different target groups to reach objectives that can be repeated and sustained in the long term.COMWORK, using a participatory methodology of research, combined bottom-up and bottom-down approach, taking at the same time the responsibility to design policies and also to test and validate hypothesis through open discussion in both the real and the virtual communities.The very differentiated expertise of partnership and the variety of the proposed activities was effective in order to involve people, organizations, institutions at all levels, during the different phases of the project and analyzing the positive reaction of people attending the Comwork events, it seems that Comwork activities can be fruitful also after the end of the project. The products are suitable in order to bring a concrete appreciation of the informal and non-formal competencies, and to encourage and implement the use of European tools (Europass, EFQ) in the daily activities of socio-educational training (academic and vocational).

WBL Guarantee (Public-Private Alliance to GUARANTEE quality of Work Based Learning - 2017-1-IT01-KA202 -006161) is an Erasmus KA2 project, coordinated by the Lazio Region, which began in September 2017 and ended last August 2020. It was carried out by a multi-actor Consortium, which involved 5 countries (Italy, Spain, Cyprus, Germany, Poland) and 11 organizations including public entities (Lazio Region, Cyprus Productivity Center, Andalucia Emprende), organizations from the business world (Cyprus Chamber of Commerce and Industry, Confartigianato Imprese Lazio, Femeval), vocational education and training providers and employment agencies (ERIFO, FyG, MMC). The German University of Applied Labour Studies (HdBA Mannheim) and an ICT company from Poland, Danmar, also took part in the consortiumThe ultimate aim of the project was to contribute to strengthen work-based learning, by increasing the competences of the tutors (both in-company and training agency’s tutors) involved in work-based learning paths, in order to facilitate successful management of the transition to the labour market, as well as the quality and attractiveness of these paths. The focus of the project was the WBL experiences not included in formal learning paths, identifying and testing a methodology aimed at enhancing such experiences, also for the purpose of subsequent certification of learning or for the prosecution of one’s own studies.The main products resulting from the WBL Guarantee project are the following:1) A study on the WBL schemes adopted in the partner countries of the consortium, also aimed at identifying the competences required for the profiles in charge of managing the various devices. The research was based on a quantitative analysis (questionnaires addressed to trainees, interns and apprentices – in-company tutors and training agencies) and a qualitative analysis of the devices adopted in each country. Based on the study, a map of the competences necessary to take on the role of tutor, both in the host companies and in the training agencies, was developed2) The development and testing of a curriculum programme for in-company tutors (SMEs), with handouts downloadable in all partner languages. The course was developed for distance learning, as a MOOC, with slides commented in the different partner languages, as well as tested and validated through piloting activities carried out by an adequate number of in-company tutors. The course allows to acquire knowledge, techniques and tools to monitor and quantify learning, also for the purpose of subsequent certification, as well as to develop effective mentorship relationships, both for the WBL users and for the company itself3) The development and testing of a curriculum programme for training and / or employment agencies’ tutors, who work within WBL programs, in order to strengthen their competences in planning, management, monitoring of learning. The course, designed on the basis of a training and professional standard, was accompanied by a toolkit, including the course methodology, the learning outcomes, the guidelines to deliver the course, as well as the bibliographic reference materials. Due to the Covid 19 Pandemic, the Italian version of the course was also made available for use in distance learning mode (FAD), with synchronous tutoring. The course transfers methodological skills to the tutors of the proposing bodies to design, implement and monitor WBL paths based on clear and measurable learning objectives / outcomes and that can be referenced to standardized national profiles, in order to increase the guarantee that they can be - in the next step - enhanced through a competence certification process. The Course was validated through a piloting activity conducted, as a result of COVID 19 - also remotely.4) A training activity conducted in mobility, which involved n. 18 WBL and Employment Centers’ operators, and allowed to validate and refine the curriculum based on the training needs expressed by the technicians who took part in the mobility5) A Handbook with tips and recommended practices to enhance the effectiveness of the WBL in non-formal learning paths. The handbook, developed on the basis of the contributions of all partners, contains suggestions on the sustainability and transferability of the WBL Guarantee methodology in other contexts and countries, in order to maximize the exploitation of the products created and stimulate an institutional reflection on the future of work-based learningThe dissemination activity carried out by the consortium, through multiplier events, newsletters and social networks, involved approximately:- no. 400 final beneficiaries (WBL users)- no. 550 training/employment agencies- no. 550 companies- no. 150 public authorities- no. 100 other stakeholders.

INTEGR-ARTE (Integration & Arts) was aimed to create a strong network of educational cooperation between the 4 European municipalities of Rome, Badajoz, Évora and Paterna, enabling the exchange of good practices and improve the professional competencies of teachers who work with Gypsy-Roma children and families (but also of immigrant origin) at risk of exclusion. The project applies a methodology of socio-educational intervention through arts. We have carried out a practical and participatory project that facilitates social cohesion, equality, citizenship and coexistence, favours lower absenteeism rates and implements techniques to improve students’ motivation for learning.INTEGR-ARTE has promoted the exchange of training activities, pedagogical experiences, best practices and educational materials. The project invites to do a research on our cities and our personal realities through the implementation of performances of dance, theatre, visual arts and music that gravitate around the intercultural city in which we all live. Final multimedia products have been produced by children at pre-school and primary school level, during school and out-of-school hours. We worked with artists using innovative techniques to portray different eyes to reality. The produced documentary has the participation of around children of the 4 municipalities. It compares the children’ view of their cities with the their families and their teachers views and thoughts. The final product reflects and deepens into the socio-cultural, affective, emotional and psychological problems of our (mainly Gipsy-Roma) children and their environments, and helps us to overcome their situations of conflict. A free access WIKI space has been developed (website) to foster the participation of the educational communities of the 4 municipalities.INTEGR-ARTE aimed to:1. Develop a proven methodology of intervention through art, which help the prevention of absenteeism, based on a serious and rigorous work that includes evaluating both process and results, in order to transform reality. Art-work is currently often used, but art-work requires the addition of reflection and a methodological process. That’s why we have added to the project 3 universities as partners, and the experience of the MUS-E methodology applied since 1999 by FYME, AYM Portugal and MUS-E Rome.2. Exchange experiences among partners and apply them in schools at risk of exclusion that work with ethnic minorities (principally Roma) in 4 municipalities: Paterna (Valencia), Badajoz, Evora and Rome.3. Implement, based on a methodology of intervention through arts, a practical and participatory work in intercultural education that facilitates social cohesion and coexistence, and improves the motivation for learning of students who live in situations of discouragement, thus reducing problems of absenteeism.4 Improve the training of educational professionals with new social work tools and techniques in the field of education, enhancing social cohesion and learning. The 3 participating universities support this activity.5 Develop an inter-sectorial planning, since the project involves different school area responsibles (parents associations, management teams and teachers), universities, municipal authorities, autonomous public entities, educational associations, volunteers and future educational professionals (trainees of universities).Three trans-national meetings took place and included training, coordination and exchange of good practices activities (held in Badajoz-Evora, Paterna and Rome), attended by members of all 12 participating partners. The training team provided a specific and differentiated artistic, educational and social knowledge. Meetings included actions of coordination, planning, monitoring and evaluation, and will count with the presence of all project partners and representatives of the local and regional educational communities. Educational professionals trained and informed in each municipality reversed their learning to the community, and collaborated in the realization of the planned performances and products produced by our mainly Gipsy children and their families at risk of exclusion.

The WE ALL COUNT Project has several key priorities: 1. Reduce school absenteeism. 2. Address the disadvantage of children and families, by developing the Schools’ work for Families. 3. Improve the competence of education professionals in order to solve absenteeism and disadvantage. 4. Consider diversity as an asset and not as an inconvenience. The project envisages an online process and the development of open multimedia educational tools eligible to become an example of good practices. The project involves 13 partners, reflecting its heterogeneity and complementarity. We believe to be capable of managing the complexity arising from such a large number of partners in the light of preceding European projects and of the commitment and enthusiasm expressed by the new partners. Indeed, we believe that, seeing the great effort made by everyone in the preparatory meetings and consultations, the large number of partners involved is actually a point of strength of the project. The project is to be implemented in areas both urban (in Rome and Budapest) and rural (in the province of Toledo), in schools with a high percentage of socially disadvantaged students. It involves more than 120 teachers and over 400 students from 3 Countries. It envisages the cooperation of more than 10 artists, over 30 senior school officials, voluntary workers and university trainees. The key element of the project will be the work conducted with the children and their families (involving more than 500 people) and with the community in general. The direct and indirect beneficiaries are expected to be at least 3,200. The project envisages the development of open educational tools in order to implement the project in more schools and the creation of a e-twinning / WIKI space in which to disseminate materials and results. The leitmotif will be the production of a short film on memory, the present and future of the children and their families (with dance, music and theatre performances, exhibitions, etc.), which implies a space for exchange, starting with a search into one’s personal and cultural reality (diversity as an asset). The final products are to be produced by the children and their families (empowerment). Three transnational meetings will be organised in Rome, Budapest and in the province of Toledo, to be attended by all the partners with a view to exchanging the good practices specific to each group. Coordination meetings will be scheduled with the presence of the local partners and representatives of educational communities. Training classes will be provided. Trainees will feed the training received back to their communities. The project start-up, process and conclusion will be assessed and a final external evaluation report will be drafted. Part of the project will be implemented during school hours, making it possible to involve the entire education community. The project programme is practical and participative. There is no learning of theoretical contents but it involves absorbing them and putting them into practice so as to facilitate social cohesion, reduce absenteeism and improve the students’ motivation to learn. External agents (artists) will be involved to reveal different visions of reality. The project will be disseminated by the European Parliament (in an event with Euro-Parliamentarians), with the attendance of all the project partners. The objectives mostly coincide with the expected results: 1. Create a long-lasting cooperation network aimed at improving the professional skills of the teaching staff through the development of a socio-educational intervention method based on art and developing people’s emotional intelligence. 2. Train more than 120 teachers from 3 Countries, who will know the project and exchange their experiences. 3. Create Schools for Parents. Families are trained to take active part in the work that will be carried out with their children in different areas: definition of rules and limits, using technological devices, overcoming cultural and generational diversity, etc. 4. Disclose the results obtained with more than 400 students who will improve their skills, their motivation to learn and their social cohesion. 5. Develop material to improve national methods: 1- a document to illustrate the method 2- evaluation form 3- DVD with best practices. 6. Reduce absenteeism, learning difficulties and the level of demotivation. 7. Create a WIKI or e-twinning platform through which to disseminate the work carried out. 8. Train 15 artists in the field of education, in addition to voluntary workers and trainees. 9. Work with the community from the perspective of gender and intercultural difference, equality and sense of citizenship. 10. Disseminate the Project among local education administrations and in the European Parliament. 11. Assess the satisfaction of participants with respect to the training received and the exchange of their experience.