The aim of this project was to develop a toolkit to be used with the ECVET documentation. This toolkit should be especially aimed at the IT sector since we looked for but didn’t find any documentation on the internet that could make our work with filling out the ECVET documentation easier.During Sweden's transnational mobilities for its students some questions arouse:Is the ICT market the same in different parts of Europe?Is the ICT vocational education similar in different parts in Europe or does it differ and if, in what way?Is it possible to make some templates or drafts that would make the filling out of the ECVET documentation easier and which would work in all of Europe?These were also questions we wanted to know the answers to and that's why this project was founded.The objectives were to compare our educational systems to find similarities and discrepancies and to establish the EQF levels of our different educational programs. We also wanted to know what the companies looked for to employ our students and if it differed in different places of Europe. From the information gathered we wanted to make learning outcomes to be used in the ECVET document system for some different work roles that our students could have during mobilities.number and type/profile of participants; The participants were from five different parts of Europe to maximize the geographical spread. There is a variation of sizes of the participating schools which also could give different perspectives on the project. The participants were Sweden (north), the Netherlands (middle), Estonia (east), the Republic of North Macedonia (south) and Portugal (west). All the participating countries have some sort of vocational ICT education on upper secondary level.Each country also contributed with different skills or experiences we thought valued for the project:The Swedish representative is included in a large consortium for Erasmus+ KA1 mobility which sends a lot of students on transnational internships every year (not during the pandemic, but before and will again).North Macedonia is specialised in special needs since their school is specialized for hearing impared and they also do some transnational mobilities. And had some eTwinning experience.The Netherlands have a lot of experience with international projects and they also work actively with including and integrating refugees and immigrants to the Dutch community.Portugal had experience of eTwinning and of international projects.Estonia also has experience of international projects and has a long experience of vocational education within ICT.During the project we had a transnational project meeting in all the participating countries. During these meetings we did study visits to different ICT companies and interviewed the employers about what skills and competencies they looked for when they recruited new employees.We also compared our different educational systems and curriculums to find similarities and discrepancies. Further more we also compared our different ECVET documents that we used for transnational mobility. The aim was to make some common ECVET documents to be used for transnational mobilities within IT and to learn from each other's different experiences and knowledges. All in purpose of making it easier to implement transnational mobilities and thus increase student mobility in Europe. We found that we all had an educational level equivalent to EQF level 4 and that our different end result of our IT related VET educational program didn’t differ that much. We also could conclude that there were no bigger differences in what the employers looked for with an eventual employee in our different countries. We also could conclude that the employers on the whole generally rated soft skills higher than pure technical skills which was a bit unexpected for us. We identified some different work roles within IT that our students could take in eventual transnational mobility and established which learning outcomes would be proper for the different roles.The information gathered is also used in the teaching at all the participating schools and thus increased the quality of teaching at these establishments with a wider and deeper international perspective.Hopefully this will help our organisations with the documentation during transnational mobility and also help others as well. One unexpected outcome was that one of the participants is now involved in writing new national curriculums within their educational system on secondary level, partially due to their involvement in this project!Experiences from this project is now also included in the teacher training program at the portuguese organisation.

TRACKTION focuses on improving VET graduate tracking at institutional level. Tracking is commonly understood here as all systematic approaches that VET institutions put in place to record information on graduates, with regard to their learning progress, skills acquired, perceptions, routes into employment, self-employment, or further training. VET graduate tracking is part of a broader system that requires: 1) Creating and/or reinforcing VET Alumni Culture bearing in mind that “the ability to communicate with graduates is a precondition for tracking” 2) Recording information on VET graduates destination. Both with regard to entry of graduates into the labour market and their progression within it, perceived relevance of acquired skills and entry and progression into other education programmes. 3) Using tracking for evidence-informed institutional decision-making. Tracking helps VET providers to understand the impact of study programmes, as well as their relevance for the labour market. General objective- To improve VET schools understanding of “VET-to-work transition systems” (eg. impact of learning on VET graduates’ careers, labour market relevance) Specific goals-To establish a more coordinated and appropriate set of VET Graduate Tracking measures at VET-provider level. -To increase institutional capacity to act on and use results for a variety of purposes, such as enhancing study programmes and alumni services -To strengthen Alumni Culture in VET SchoolsNumber and profile of participants; TRACKTION is a collective endeavour comprising 6 organisations from Spain (2), Estonia, Italy, Netherlands and the UK. In terms of expertise, the partnership shows a good balance including 3 VET Schools (Alfa College, PKHK, Cometa Formazione/Oliver Twist School), 2 intermediary organisations bridging policy and practice at regional level (VALNALON and TKNIKA) and a research-focused organisation (Education & Employers Tasforce). Description of activities; In exploring this interesting topic (Alumni relations + VET Graduate Tracking) , the project will address a number of interconnected themes:1. Contextual conditions (system-level requirements at regional/national/european level)2. Conceptual dimensions (employability, school-to-work transitions, employment and entrepreneurship)3. Operationalisation issues (methodology and instruments already in place)4. Quality issues (optimise the ways in which graduates’ feedback on their destination influences VET provision/systems and is mirrored back to enhance VET learners’ learning outcomes (“closing the loop” of the VET quality cycle ).The project will result in 2 tangible outputs: - A Tracking Protocol that simplifies data collection from Alumni (O1)- A How-To-Guide “Building and Sustaining Successful Alumni Relations Programs in VET Schools” (O2)methodology to be used in carrying out the project; YEAR 1 (Sept 2017-Aug 2018). Recording information on VET graduates destinationA survey will be circulated among partners to take stock of Initiatives and Tools currently in use, obstacles and challenges ahead. Results will be collated in a baseline study that will be presented in June-July 2018. Impact evaluation framework will be defined and the identification of data requirements will precede Protocol Development YEAR 2. (Sept 2018-Aug 2019) Creating and/or reinforcing VET Alumni Culture A first version of the Protocol will be ready in Sept 2018. VET Schools will define an action plan to improve existing.provision of alumni services.VET Schools will select graduate sample for a first pilot test of the Protocol (O1) at 2 different points in time (eg. 2 and 6 months after graduation). YEAR 3 (Sept 2019-2020). Using tracking for evidence-based decision-makingVET Schools will select graduate sample for second round of pilots. Quantitative and qualitative data on user perceptions will be collected for analysis. Release of final versions of protocol (O1) and How-to-Guide (O2). Evidence, learning insights and key policy messages disseminated in Project Website, Multiplier Events and Peer-Reviewed JournalsThe project is expected to bring a better and broader understanding of school-to-work transitions and hence, schools will be in a better position to match supply and demand. Quality Assurance will be positively impacted as the project will support VET schools in improving actions around 2 of 10 European Quality Assurance in VET (EQAVET) quality indicators: Indicator “5 Placement rate in VET Programmes” and Indicator 6 “Utilisation of acquired skills at the workplace”. Learning insights will be shared with the members of the soon to be launched EC- initiative on graduate tracking to improve information on how graduates progress.

Contexto y antecedentesUn curriculum relevante y la estrecha colaboración con el mundo del trabajo situan a los centros de FP en una posición envidiable para fomentar la competencia emprendedora en este nivel educativo. Sabemos a cierta que la Formación Profesional está prestando cada vez más atención a este tema. Son muchos los países que han integrado materias específicas en los currículos oficiales y proliferan iniciativas como las mini-empresas o los concursos de ideas empresariales. A este panorama tan alentador se viene a sumar en los últimos años un creciente interés por los aspectos pedagógicos de la eduación para el emprendimiento sin embargo, pensamos que los centros de FP pueden hacer mucho más por reforzar la competencia emprendedora de sus estudiantes y esto pasa por enfocar el problema desde una perspectiva de centro que les haga transformarse en nodos locales/regionales de emprendimiento. ObjetivosLa participación en esta asociación estratégica ha supuesto una mejor comprensión y articulación de la educación para el emprendimiento y el apoyo a la creación de empresas en los centros de FP europeos. Nuestra visión de los centros de FP como nodos de emprendimiento transciende la mera función de apoyo a la creación de empresa y considera que los centros de FP deben liderar un proceso donde las autoridades locales, empleadores, start-ups, profesorado y estudiantes colaboren para lograr una mejor integración curricular del emprendimiento aprendiendo unos de otros y enfrentándose de manera conjunta a retos relevantes en el contexto local. Objetivos•Identificar los elementos básicos de un sistema de apoyo al emprendimiento en FP desde una perspectiva de centro analizando iniciativas existentes. •Diseñar un plan de acción metodológico a nivel de centro que permita transferir y adaptar alguna de las lecciones aprendidas durante el desarrollo del proyecto. Perfil de los sociosDesde el punto de vista geográfico, la asociación estratégica estaba formada por ocho instituciones de cinco países de la UE (Bélgica, España, Estonia, Finlandia y Grecia) que aportaban habilidades, perspectivas y experiencias complementarias. Los perfiles incluían dos centros de FP (OMNIA, PKHK), una red europea de centros de FP (EVTA), dos organizaciones públicas (SYNTRA, VALNALON) que actúan de puente entre las políticas y la práctica, un centro de innovación para la FP (TKNIKA) y dos socios del sector privado especializados en comunicación y diseño gráfico. (MILITOS y KNOWL) Descripción de las actividades principalesPara abordar el desarrollo de nodos de emprendimiento eficaces y sostenibles en los centros de FP se identificaron cuatro grandes categorías:1. Crear una visión: Los centros de FP como nodos de emprendimiento2. Formación y apoyo a la creación de empresas en FP.3. Cambio organizacional e implicación de diversos agentes.4. Planificación de acciones y sostenibilidad. Cada uno de estos temas se abordó sucesivamente en 4 visitas de estudio de 2 días de duración. Estas visitas tenían formato de taller y se procuró que en cada caso la temática se alinease con el área de especialización de la organización anfitriona. El programa de los talleres incluía visitas de estudio a nivel local y/o contacto con agentes implicados (ej. Profesorado, empleadores). Resultados e impactoEl producto intelectual del proyecto es la web INCUVET (www.incuvet.eu) que incluye la guía interactiva “VET Schools as Entrepreneurial Hubs”. La guía identifica 7 áreas estratégicas en un gráfico interactivo. Al hacer click sobre una de las áreas, ofrece una introducción concisa sobre el tema en cuestión como antesala a una selección de buenas prácticas (37). Además se incluyen 4 informes detallados sobre las visitas de estudio , 4 newsletters y 2 entrevistas con agentes implicados llevadas a cabo durante el desarrollo del proyecto.

GirlsTech set itself the goal of supporting the participation of women in the field of Science, Technology, Engineering and Mathematics (STEM). Although Europe needs more highly skilled technicians, the participation of women in STEM is very low in most European countries. Europe needs to use all the talents available, especially the talents of woman, but in fact there is a strong underrepresentation of women in the field of STEM. The project therefore focuses on peer learning activities, getting inspired by strategies from other countries and finding out which approaches from the partner countries might be suitable for others.In order to identify the needs and issues relevant for the target group, a project team was selected from three groups: high-, medium and low performing countries. Result of this selection was a collaboration of colleges and universities with a local or regional function and institutions with a national outreach. The selected partners came from eight different European countries who prepared the meetings in their own country. These meetings included a presentation of the different VET systems and their interventions to promote participation of women in STEM. During these meetings particular attention was paid to the good practices from the different participating countries. The projects achievements can be categorized in four main findings. First of all, gender stereotypes in STEM start early. Secondly, educators need to consider female entrance in STEM as a strategic priority. Thirdly, in order to engage girls teaching strategies should be redesigned. Lastly, retaining women in the STEM workforce is important. So, the open exchange of practices and ideas between the different EU countries lead to added value for the target group beyond the national context. On the basis of these findings, some valuable interventions were recommended. Especially from the good practices, some effective and transferable policy measures were identified. For example, gender equality as a policy goal contributes to (compulsory) participation of girls in STEM programmes. Also a focus on Life Long Learning, financially and substantially, can have an impact on girls choosing for STEM as a second chance. Other successful policies mentioned are, among other things, gender aware teaching, clear cooperation between schools and technical companies and female teachers as role models.The impact of this project will differ from country to country. In the Netherlands, the MBO Raad (the Netherlands Association of VET colleges) was able to disseminate the project results nationally among their member colleges. The MBO Raad is also involved in a follow-up of the project, which contributes to the sustainability of GirlTech within the Dutch contect. Beyond the Dutch context, it is likely that this project has an impact on the social inclusion of girls in STEM. What is certainly important, is that the view on gender policies and gender awareness of all the participating partners is improved. Specific information about the project can be found on www.innotecs.eu. Click on GirlsTech in the menu.

Necessity to understand languages and culture has risen in accordance with possibility to change work place and to move from country to country. The political situation in the world has become more unstable and therefore amount of people arriving to EU countries has risen dramatically. To improve the person's development and employability in the labour market and integrate in the society, it is necessary for applicants for job and asylum to understand culture of the target country. Without knowing a language and interaction with local people it is impossible.To assure opportunities for those people our objectives in this project were to create a new student book with less l grammar structures, with vocabulary tailored to their needs but in the same time it should be a high quality. The material is with more visuals and symbols, similar in Estonian, Finnish, German Latvian and Spanish languages and with a mix of methods for teachers.All the material can be found on the project webpage www.mafle.eu. It can be uploaded and printed for teachers and students use.Meanwhile we have reached other goals of this project: increased qualification of managing and teaching staff, cultural experience and exchange, research about applicants for job and asylum in participating countries, improved IT skills for teachers.We are proud that by September this year, all partner organisations can offer their students new language learning materials the staff with improved qualification. We hope that results of our project will help make language learning for adult people coming from different cultural and social backgrounds more attractive and easier to understand and it allows to continue the project with adding other EU languages to the created matrix and create additional online exercises for already existing units.PROJECT PARTNERSLATVIJA - VALODU MAPE SIASIA VALODU MAPE is a language school with 15 years experience in language teaching for youth and adults including unemployed people, migrants and foreigners who have business in Latvia.ESTONIA- Pärnumaa Vocational Education CentrePärnumaa Vocational Education Centre School provides professional competence, knowledge and skills on the basis of a basic and on the basis of a secondary school education.CROATIA– Dante The Adult Education Institution Dante offers a variety of regional and international adult education workshops, courses, and programmes for foreign language learning, teacher training, transferable skills training, entrepreneurship and management training, as well as language and vocational courses for migrants.SPAIN - CENTRO SUPERIOR HOSTELERIA MEDITARRANEOEThe main activities undertaken in the centre are training and acquisition of skilled students in cooking matters. The centre offers a wide range of educational programs concerning intermediate and higher vocational training in gastronomy such as catering and pastry,FINLAND- LEARNING FOR INTEGRATION RYThe mission of Learning for Integration ry is to promote the learning of languages and cultural sensitivity of migrant, immigrant and refugee children and youth in Finland and other Nordic countries in order to facilitate their integration into the new culture and the development of a multicultural society. In addition, its purpose is to support Swedish learning in Finland.AUSTRIA – Institut für Interdisziplinäre BildungThe IIB, Institute for interdisciplinary education, sees itself as a pool of ideas and concept developers in education and training, in order to increase opportunities in the education and labour market.PROJECT ACCTIVITIES13.02.2018. - the first transnational project meeting in Riga, Latvia.23. - 25.07.2018. - teacher training in Rijeka, Croatia.25. - 27.10.2018. - teacher training in Linz, Austria.16. - 17.04.2019. - second transnational project meeting in Valencia, Spain.28.08.2019. - third transnational project meeting in Valmiera, Latvia.29.08.2019. - Multiplier Event in Valmiera, Latvia01.04.2018-30.09.2019 - Work on intelectual ouput/learning materials