"1 Context/backgroundThe project “Partnerships for lifelong learning in engineering and technology” addressed two different models of cooperation between actors in vocational and higher education providing consistent and permeable educational pathways from initial training to higher educational levels. The schemes analysed are(1) integrated learning opportunities (for example dual study programmes) and(2) bridging programmes (for example programs, where one institution recognises the learning outcomes of another partner).In Europe, both types of programs have become more and more popular and attract a growing number of learners. Meanwhile, there is only limited information on factors determining the success and/or side effects of such partnerships in the long run. Such evidence has to be based on information given by all parties concerned, i.e. those offering the programs (educational institutions), those involved in practical training components (enterprises) and finally those enrolled and seeking employment thereafter (learners/students). The P4LLL-tec study has taken into account all stakeholders concerned and contributed in filling the knowledge gap in the domain of technical professions in five European countries (Germany, Greece, Ireland, Latvia and Spain). 2 ObjectivesThe aim of the project was to study the conditions and design of integrated education and bridging programs in technical occupations as well as their impact on a successful entry into the labour market as well as the development of vocational identity of learners. The project seeked for general conclusions in the respective national context and in a European perspective. Future programs can benefit from the experiences made and documented in cases of best practise which the study has to identifed and summarised in case study reports.With this objective the study addressed some major and prevailing European topics such-new innovative curricula-labour market issues incl. career guidance / youth unemployment and - the aim of overcoming skills mismatches.3 Number of participantsThe approximate total number of participants was in total- about 900 learners / students (as participants in surveys and case studies)- more than 150 company representatives (in expert interviews, company surveys, case studies and dissemination events)- more than 80 representatives of schools, colleges, polytechnics, universities (in expert interviews, case studies and dissemination events)- more than 60 researchers/experts (in expert interviews, conferences / dissemination events 4 Description of activitiesThe project built on four major steps that can be described as follows(1) Mapping the design options for integrated learning opportunities or bridging programs in five European countriesActivities will be a combination of desk research and interviews with experts and practitioners(2) Case Studies: 1-2 cases per country were selected for in-depth studies. These included a SWOT (strengths, weaknesses, opportunities, threats) analysis.(3) Commitment studies: Learners/students of partnership programs and learners of traditional programs were interrogated using an online interrogation tool. The results were summarised in a form of a comparative analysis referring to all countries. (4) Employer survey: Human resource managers/company owners were interrogated by paper pencil questionnaires on the extent and nature of employment of graduates as well as on their knowledge, skills and competences acquired through the respective learning pathways. 5 Results/ impacts/ lonterm benefitsBased on the analysis, the project team has developped a ""quality quide"", a manuals for educational providers and policy makers in Europe that provides information on the factors that count for a well-functioning partnerships/programs. The recommendations are summarised in a manner that allows for general application not only relevant in one or a couple of countries participating in the P4LLL-tec study. The ""quality guide"" will remain a publication to be used on relevant occations, likewise all other (interim) project results will remain available for all future use (research, consultancy, lectures). In the long run, the project's result will be able to help setting up new educational programs successfully. Also, providers of existing programs can gain from the findings of this study in deriving further reform initiatives. Learning from best practise cases can further contribute to successfully addressing the needs of the labour market, providing learning pathways in a sense of permeability and progression."