"The EQF Recommendations, and other EU strategic documents on VET and LLL policies, recommend that Member States implement overarching NQFs. All of the member states declared their willingness to implement NQFs, and most have already presented referencing reports to the EQF AG. According to Cedefop (2015), the first stage of EQF implementation is reaching its final stage. However, in most EU countries that have implemented an NQF, only formal qualifications can be referenced to it, while very few countries have introduced systemic solutions for the inclusion of non-formal qualifications (e.g. Scotland, Ireland, France). Europe is just now beginning to face the stage of implementing solutions to include non-formal qualifications in NQFs. It is envisaged that in the coming years, the inclusion of non-formal qualification will constitute one of most important topics in discussions on NQF implementation at the EU and national levels. Central issues in these discussions will consist of model solutions, the quality assurance of this process and its financial aspects.The main goal of the NQF-in project is to provide evidence based support to national governments, EU agencies and key stakeholders in developing policies on including non-formal sector qualification in NQFs. This was done by: (1) analysing systemic solutions implemented in 7 EU countries and by (2) developing organisational and financial models relating to the inclusion of non-formal qualifications in NQFs. Each analysed country case includes a description of (a) main elements of the qualifications system and the role of the NQF; (b) institutional arrangements - which institutions are responsible for NQF management, and the quality assurance of non-formal qualifications; (c) costs of including qualifications in the NQF, indicating who covers these costs; (d) strengths and weaknesses of particular systemic solutions. Each developed model includes a description of: (a) institutional arrangements - its pros and cons depending on the goals set for the NQF, and the broad institutional context, (b) cost intensity - how cost intensive are systemic solutions envisaged by the model, (c) recommendations on its financing, (d) “conditions of success”, i.e. which conditions have to be met in order for a particular model to work effectively within the national qualifications system.Better evidence-based support for decision makers and stakeholders provides more impetus and greater efficiency in NQF implementation and its opening to the non-formal sector, resulting in better VET and LLL policies within EU countries and at the EU level. NQF-in Project has direct impact on the work of EU agencies e.g. at the invitation of the EQF AG, the NQF-in team gave an extensive presentation about project results during the meeting of EQF AG Project Group on international qualifications in September 2018.Main results of the project are:1. ""Including Non-formal Sector Qualifications in National Qualifications Frameworks – The Experiences and Solutions of Seven European Countries""The publication consists of two volumes: Volume I – Country Reports, Volume II – Annexes to the Country Reports. Within the NQF-in Project, we collected the experiences of seven European countries that are at different stages of NQF implementation: France, Ireland and Scotland have many years of experience in operating a qualifications system based on a national qualifications framework; Croatia, the Czech Republic, Hungary and Poland are in various initial phases of this process. These experiences are presented in reports prepared by each NQF-in Project partner.2. ""Proposed Models of Including Non-formal Sector Qualifications in National Qualifications Frameworks""Based on an in-depth analysis of seven countries about the process of including qualifications outside of formal education in NQF-based systems, as well as discussions with experts and stakeholders, the publication presents a proposed typology of qualifications that may be included in such systems, the characteristics of a qualifications system important in the context of including qualifications, a set of variants for each distinguished characteristic, as well as the impact of these variants on the properties of the system. The theoretical work is preceded by an overview of the definitions of concepts and terms currently used in relationship to the presented work and a review of different approaches to qualifications frameworks.3. Two international conferences with active participation of representatives of policy-makers at the regional, national and EU levels, among others representatives of the European Commission, UNESCO Institute for Lifelong Learning, King's College London.The project results were prepared in cooperation with seven European institutions from Croatia, Czech Republic, France, Hungary, Ireland, Poland, and UK-Scotland."

The main aim of the TRACK-VET project is to provide evidence based support to EU agencies, national governments and key stakeholders involved in designing and implementing policies on developing, assessing and validating transversal key competences in the formal VET system. This will be done by: (a) analysing systemic solutions, practices applied in six European countries as well as opinions of key stakeholder and (b) developing synthesis report containing model solutions, practices and recommendations. TRACK-VET project defines transversal key competences (TKC) as a subgroup of the 8 key competences defined in the Council Recommendation from 2006/2018, namely: learning to learn, social and civic competences, initiative-taking and entrepreneurship, and cultural awareness and expression. EU strategic documents indicate the importance of developing transversal key competences within VET, among others in Riga Conclusions (2015) and New Skills Agenda for Europe (2016). At the same time EU policy documents and scientific research point out that it remains a challenge to modernize assessment and that efforts should continue to develop tools for individual ssessment of skills, particularly in the areas of problem solving, critical thinking, collaboration and entrepreneurial initiative. Assessing key competences might be especially a challenge within the countries in which VET qualifications are awarded based on the external, state or sectoral summative exams. In relation to external summative assessment, Eurydice (2009) found that, of the eight key competences: ‘…only three, namely communication in the mother tongue and foreign languages, and mathematical competences can be directly linked to individual subject. By contrast, in many European countries the remaining key competences such as ‘learning to learn’ or social and civic competences, which usually relate to more than one subject, are not at present generally assessed in national tests’. TRACK-VET project produced eight intellectual outcomes: methodology of preparing country reports (O1), six country reports (O2-O7), synthesis report presenting model solutions and practices regarding developing, assessing and validating TKC (O8). The TRACK-VET partnership consist of seven institutions: Warsaw School of Economics [Leader], Austrian Institute for Research on Vocational Training (Oeibf), Fafo Institute for Labour and Social Research (Norway), French Centre for Research on Qualifications (Cereq), National Institute for Certified Educational Measurements (NUCEM) (Slovakia), Matej Bel University Banska Bystrica (UMB) and National Centre for Education (VISC) (Latvia) which are supported by 3 associated partners: Austrian Federal Ministry of Education, Ministry of Education, Science, Research and Sport in Slovakia (departments responsible for IVET and LLL), Central Examination Board (Poland). By implementation of the TRACK-VET we aim to support process of developing and assessing TKC in the VET systems. We also aim to put more emphasis on the social dimension of TKC, namely: social and civic competences and cultural awareness and expression. In the longer term we seek to contribute to better VET qualifications and better adjusted methods of teaching and assessment of the TKC in VET. TKC are highly demanded by the labour market, therefore we seek that better TKC will be utilised in the professional careers of VET graduates contributing to increased employment and productivity of national and European economy and in the long run to sustainable European economic growth.

"Context / background: As outlined in detail in the application, the premise of the GreenSkills4VET project is that sustainability issues are relevant for all companies in all sectors. In order to effectively contribute to the implementation of environmental and sustainability improvements in their workplaces, students and staff need to acquire the inevitable knowledge, understanding, skills, experience and, last but not least, the awareness of their responsibility for our common future (Stibbe, Arran: 2009, The Handbook of Sustainability Literacy: Skills for a Changing World. Foxhole). To explain the background, the project application outlined the assumption that there is a lack of effective practices at all decision making levels even though, at the time of the application, the most recent IPCC (Intergovernmental Panel on Climate Change) report once again made the negative economic and social consequences of climate change very clear.Objectives: GreenSkills4VET was a project by 7 partner institutions from 5 European countries running from October 2016 to November 2018. The aim was to develop exemplary learning units for the Vocational Education and Training (VET) sector which deal with the three dimensions of sustainable development (economic, environmental and social). The two occupational fields selected to serve as examples were transport/logistics as well as healthcare and nursing. Trainers/teachers and trainees/ students can acquire skills and knowledge which enable them to generate sustainability competences at their specific workplace.Number and profile of institutions taking part: 7 partner institutions from Germany, France, Austria, Greece and Bulgaria were involved in the project, all of which have experience and expertise in the sectors chosen for the project: qualification research, practice in VET, organising and working on EU-projects in this area, education for sustainable development (ESD) and VET, as well as the development of digital educational materials. The partners are NGOs, education and training institutions working at different levels of education, and institutions of social partners.BERICHTSENTWURFDescription of the main activities carried out: The project was divided into 5 phases. The team worked on teaching material for VET in the fields of transport / logistics (freight forwarding clerks) and health care (registered nurses) focused on sustainable development. The results of the project have been created as Open Educational Resources (OER) and are thus freely available to use in training. In IO1 the regulatory instruments existing in the occupational fields, such as framework curricula and curricula, in each of the 5 partner countries were recorded and analysed, and a comparative analysis report (CAR) about the status of BNE and OER in VET was compiled. In IO2 a reference frame established on didactic methodological principles was created for the development of efficient training and teaching materials and, against this background, the development of learning units in the form of OER commenced in parallel. In IO3 a manual on the creation of sustainability based OER in VET, primarily aimed at trainers and teachers, was produced. Work also continued on the OER. In IO4 the OER were extensively evaluated/tested in practical tests (e.g. in regular classes) and expert interviews, and subsequently finalised. In IO5 the learning units and all other components of the GreenSkills4VET LearnBox – including comprehensive didactic methodological supplementary material (short description in tabular form of the learning unit as well as content-related background information, specific lesson plan with recommended materials and time frames, explanation of practical experiences gained by project partners during the creation and testing of each learning unit) – were prepared along standardised lines for dissemination and made available on the project homepage www.greenskills4vet.eu.Results achieved and impact: Based on the desk-research results of the project partners, interviews with their partners working in practice, and the further research over the course of the project, it was possible to confirm the implementation gap assumed in the project proposal: ESD and OER haven’t found their way in VET classes. In Logistics the subject sustainability can be found in curricula and digital competences are taught, in German heath care classes digitalisation equipment is rarely available und sustainability for the first time is subject of the training and examination regulations for the nursing professions adopted in 2018. For the Logistics VET the following learning units are developed: 1. introductory unit, which sensitizes to ecological sustainability aspects in Logistics, 2 about sustainable reverse logistics (instead of throwaway logistics), 3. About ecological strategies of a future-oriented logistic company and 4. about social sustainability – the Corporate Social Responsibility in a logistic company. For the health care there are units like 1. introductory unit about ecological sustainability aspects in organisation and activities in health care, 2. About medicamentation administration which is based on the greek model of social pharmacies to give medicine shortly before their sell-by date free to poor sick people.- an ecological as well as social sustainable solution, 3. about social sustainability by learning a more healthy coping of stressful interaction situations in health care. The materials produced have been made available as Open Educational Resources (OER), and emphasise the active role of learners in the learning process as well as the freedom of the teachers – within the scope of the licence conditions (Creative Commons-Attribution ""Share Alike"", CC BY SA) – to freely use the materials, adjust them according to their own teaching conditions and needs, and to publish them again.Long-term use: The units are developed for EQF 4-5, but as OER it’s easy to adapt them to higher EQF level as well as for professional development and neighbouring sectors. The learning units and the supplementary material makes it easier for trainers and political decision-makers in the education system to bring ESD into VET, and so to sensitize students as the future players in the jobs/ companies to sustainable development, to teach them to acquire sustainability competences and to realize the climate change. A lot of stakeholders in schools and politics are willing to implement our units. So the results shows as an example how sustainability competences as key competences can be transferred into education system and society."

REPLAY-VET was specifically conceived to strengthen key competences in VET curricula and provide more effective opportunities for the low- skilled or low educated people in order for them to acquire or develop those skills through VET. REPLAY-VET responds to Europe’s pressing need to tackle replacement demand caused by new technologies, an ageing workforce and a persistently low level of skilled workers affecting many economic sectors. In Europe, there remains a large volume of population with low skills for whom there will not be employment opportunities. The project used a network of expert labour market analysts to explore what new policy and practices will need to exist if Europe is to tackle replacement demand priority new and in the future. The project focused on groups with low skill/qualification levels, those economically inactive and often outside of the employment (e.g. workers, long-term unemployed, young people, migrants, etc.). The work resulted in a series of workshops and stakeholders’ exchange events (with involvement of Employment and Training and other Social Policy-Makers, Education and Training Providers, Career Guidance Professionals, Employers, Public Authorities and Agencies, Workers and Trade Unions) and written output such as national and sectoral reports, ‘How To’ guides and a toolkit.At the end of 2015, there were 43,802,200 low- skilled people (Eurostat). REPLAY-VET tries to enhance the access, participation and performance of these disadvantaged learners and facilitate their transitions between different levels and types of education and training; from education/training to the world of work; and/or from one employment to another.The outputs of REPLAY-VET contributed to these issues by: - highlighting lessons for across the EU based on the REPLAY project’s findings in different national/regional contexts;-recognising the critical importance of reinforcing links between education, training with the changing world of work, in promoting effective labour market policies, such as the inclusion of low skilled and other people from disadvantaged backgrounds;-presenting recommendations highlighting opportunities and constraints related to professional training and qualification of low-skilled groups in a cross section of employment sectors: construction, early learning and care, home care, logistics, manufacturing, metallurgy. The project delivered innovative policies and practices that all regions can learn from:• The occupational toolkit (www.replayvet.eu) designed to provide VET providers, employment services and policy makers with how-to-guides and best practice examples responding to needs and challenges regarding the employment and training opportunities of the low-skilled people. The kit gives access to inspiring solutions structured by key themes and the users will find the keys for successfully training low-skilled people to prepare them for the job vacancies that are arising as people leave work in an aging society.• The European Strategy highlights lessons and recommendations on improving the current and future labour market participation of low-skilled groups of workers across the EU. These include: reducing barriers to vocational training; improving the attractiveness of jobs, careers and labour conditions associated with the sectors in which low-skilled/low-qualified people work; and advancing professionalisation in these sectors. REPLAY-VET, through its 3 outputs and 2 multiplier events, contributed as well to enhance access to training and qualifications for all through VET, in a life-long learning perspective, notably by increasing the accessibility of C-VET for low- skilled workers and providing efficient and integrated guidance services for low- skilled people.Thanks to REPLAY-VET, a significant step in the right direction has been taken to improve the employability of low skilled and at risk of exclusion to be active agents in the labour market, increase their social cohesion and achieve a society with less inequalities.The partners of the REPLAY-VET project, 8 entities from 6 different countries: Prospektiker (ES), University of Exeter (UK), IWAK (DE), CRISP- University of Milano Bicocca (IT), Narodní Vzdělávací Fond (CZ), University of Stirling (UK), CEREQ (FR) and Lanbide (ES), have promoted through the development of the project, a structured inter-regional and cross-border cooperation enhancing the commitment of local and regional public authorities through the participation of public bodies active in the labour market as well as knowledge organisations active in innovative practices.

Europe is currently facing a demographic crisis, with a shrinking workforce coupled with increased demands for social services. The labour force in Europe is projected to decrease by an average of two million every year between 2010 and 2030. This represents a loss of 1% of its current size per year for 20 years. Yet, in many countries, most workers still retire (relatively) early. They often do so not because they want to, but because they feel compelled to (or) that they do not have other options. Solutions need to be found to make work more sustainable, and to extend working lives in order to avoid old-age poverty and to reduce state expenditure on pensions and welfare. (Changing places: Mid-career review and internal mobility, Eurofound Report January 2017)Recent OECD research has highlighted that there are many millions of adults in Europe with low levels of functional literacy and/or numeracy skills and that the majority of these are in employment (OECD Survey of Adult Skills (PIAAC) 2016). This has negative implications for their employment potential and longer term career prospects.The concept of the Mid Life Career Review (MLCR) is one which is gradually gaining favour in many countries and the role of social partners in both lobbying for and delivering elements of this is one that could be critical to its success (Eurofound 2017). A MLCR is a holistic engagement designed to cover many topics such as retirement planning, finance, pensions and central to all models of a MLCR - skills. In the UK John Cridland’s very new report on pensions (published 23 March 2017) includes a recommendation to have a mid-life 'MOT' at 50 for skills and pensions. L&W Institute and TUC can take some of the credit for their campaign for everyone to have this mid-life entitlement at 50. This is the perfect time for this project, which can make a real and lasting impact.Our project will develop a suite of new materials to support the delivery of a Mid Life ‘Skills’ Review – with the emphasis on reviewing skills and competences and targeted at adults (at or around 50 years of age) with low levels of basic skills in literacy, numeracy and digital literacy. We will create new materials specifically designed for use both by Europe’s social partners and others in the workplace carrying out similar 'skills review' functions. These materials will include new online ‘gamified’ skills assessment tools in a variety of languages and new online learning modules for the reviewers/assessors. Where there is a learning need identified, learners will be signposted to existing training materials. A platform for hosting these materials will be developed and the materials themselves translated into partner languages. We will also explore with partners how these new resources can be combined with the kind of holistic offer needed for a full MLCR. Further, the reviewers across the partnership will be encouraged to become ‘mid-life skills champions’, with the support of online tools and a virtual e-network. This network will support its members and share ideas and experience.As well as a new suite of materials and in keeping with the European priority for prioritising the recognition of skills and qualifications, we will accredit learning through a new online digital badge and explore linking this into the Europass CV Programme. Badging of this kind is increasingly valued and is an innovation which the lead partner has some existing expertise in using. We will gain further sustainable impacts by: delivering a series of events in each partner country to highlight the new materials and support available; developing a series of employee case studies to highlight some of the positive outcomes from the mid-life skills reviews e.g. progression, promotion, career change etc; and building on or utilising existing learner tracking systems to carry out a longitudinal study of the impact of mid-life skills reviews (going beyond the length of the project) which will focus on 3 key perspectives: workplaces/reviewers/employees.The partners have been selected as all have existing close working relationships with trade unions and all have significant experience in working in the adult education and skills sector. The TUC, as lead partner, have considerable experience through unionlearn and TUC Learning Services of managing large, successful EU projects and were a core partner (alongside the Learning and Work Institute) in the recent successful Mid Life Career Review project funded by the UK Government and whose approach was described as both ‘good practice’ and ‘affordable’ within the 2017 Eurofound report.