The project builds on the Preparatory Action (PA)‘Expert Network on Recognition of outcomes of learning periods abroad in general secondary education’ (2020-2021) involving a cross-sectoral partnership from Belgium(Flanders), Estonia and Poland, where teachers are responsible for recognition.Its objectives are:1)Promote cooperation between all stakeholders of individual pupil mobility (IPM) for the goal of automatic recognition2)Empower teachers for assessing competences - especially transversal ones- developed by pupils in individual mobility programmes, based on the PA output ‘Training Model’3)Implement a systemic approach to recognition of learning periods abroad through the adoption of National frameworks on recognition, based on the PA output ‘Proposal for a European framework’4)Ensure and sustain policy change in the field of recognition of learning periods abroad through the creation of National and European Observatories on Pupil MobilityThese objectives meet the Erasmus+ priority specific to the school sector ‘Recognition of learning outcomes for participants in cross-border learning mobility’ and two horizonal priorities:‘Inclusion and diversity’ and ‘Common values, civic engagement and participation’.The project activities consist in the adaptation,piloting and assessment of the two above mentioned outputs, through Trainings for Teacher Trainers, national teacher trainings, and meetings with IPM stakeholders.The expected results are national training models and frameworks for recognition sustained by a European network of teacher trainers and European and national networks of IPM stakeholders.Wide dissemination is foreseen through the involvement of Teacher trainers from across Europe and a European conference.The project will benefit directly 45 teacher trainers, 200 teachers, 200 pupils,40 representatives of IPM stakeholders such as school heads, pupil exchange organisations, school student unions,Ministries of Education and Erasmus+ NA...

“Promoting PEACE: Peace in Europe and Asia through global Citizenship Education” is a 2 year project including 9 European (Belgium, Austria, Germany, Italy, Iceland, Poland, Slovakia, Portugal, Hungary) and 7 Asian organisations (India, China, Japan, Indonesia, Malaysia, Philippines, Thailand) that aims at developing a common 3-month exchange programme with Global Citizenship content for school students. Project participants will develop the content for the programme and will pilot the first GCTP camps in Europe and Asia. The specific objectives of the project are:1. Foster mutual knowledge and understanding between Asia and Europe to contribute to an increase in the number and the quality of intercultural exchanges between European and Asian partner organisations;2. Share and upscale current contents and best-practices of the European Citizenship Trimester Programme (ECTP) and the open badges3. Promote Active Global Citizenship and develop relevant educational material and an educational framework for the new Global Citizenship Trimester Programme (GCTP)4. Empower participants to establish links to other organisations in the field of global citizenship education5. Develop training skills of volunteers/youth workers and strengthen non-formal learning approaches in Europe and Asia 6. Contribute to the profiling and external recognition of non-formal learning and exchange organisations as quality providers of intercultural and global citizenship education.The project is led by a 5 people steering group ensuring a smooth flow of the project and quality outcomes. The project steering group will ensure the sustainability of the new programme after the project will be over. The participants of the project are 8 European and 8 Asian youth workers/volunteers of the project partners. In the first phase participants will split into groups of two for local study visits in all Asian countries. An attached seminar will bring together all project participants. The seminar will gather the outcomes of the study visits and will allow participants to shape the GCTP content. In a second seminar all participants will come together in Belgium to attend EFIL’s ECTP camp and learn about open badges and how to use them in recognition of non-formal learning. In the seminar participants will revise their GCTP content and finalise it for the second phase of the project. The second phase includes the pilot exchanges and the first GCTP camps. The implementation is split into two groups –Asian GCTP participants going to Europe and Europeans going to Asia. The final GCTP camps will take place in Brussels, Belgium and Kuala Lumpur, Malaysia. Training course take place in parallel to the GCTP camps preparing project participants to take ownership of the camps and deliver trainings on global citizenship content. At least 60 GCTP programme participants are expected to participate in the GCTP pilot.All activities are based on non-formal learning methods.

Teachers and trainers’ professional development continues to be a high priority on the EU policy agenda. In 2010, the Bruges communiqué (2010) invited Member States to invest in VET teachers and trainers by offering flexible training provision. The Riga conclusions (2015) have put renewed emphasis on the issue, calling for more systematic approaches and better cooperation and partnerships. There is a need of competences from VET providers on how to set up innovative Work-based learning methodologies to prepare students for their future occupation thus improving their employability when leaving the school. In particular, the staff of VET providers need to become more acquainted with organising WBL experiences in mobility, because they allow students to acquire key competences and professional competences at once, apart from contributing to their personal development. With this regard peer learning has showed to be a powerful method for exchanging knowledge and experience and possibly speed up the development process.Work based learning summer schools project brought together 7 partners, including 5 VET Providers (Hetel, Insignare, SPTS, EUGES, AOCDTF) and two mobility expert (Uniser and Efil) from 7 countries (Spain, Portugal, Slovenia, Germany, France, Italy, Belgium) that had a common shared concern: to improve work based learning and mobility of learners by upscaling the VET provider competences and internationalisation. The final aim of WBL summer schools was to exchange good practices among project partners, related to teacher training on work-based learning and internationalisation of VET schools with the purpose of develop a model of a European ‘summer school’ for the professional continuous development of teachers/educators operating in VET providers on these themes.The mixed composition of the partnership allowed to have multiple point of view and develop a comprehensive approach to student learning mobility projects that covered all the main aspects: writing, planning, managing, monitoring, organising, assessing and enhancing intercultural learning. The resulting methodology has been based on role games, experiential and peer learning working activities in order to put the teachers and practitioners in the student shoes and boost mutual understanding among participants.From November 2017 to October 2019 the project unfolded into the creation of an innovative teacher training methodology that was initially built on the partners best practices. The 5 days summer school training format was piloted for the first time in Bologna (June 2018) and afterwards it has been reworked based on the participants and trainers feedbacks. A second edition took place one year later in La Rochelle (July 2019). After the second piloting the final format of the WBL summer school has been delivered.Together with the training methodology partnership conceived the Mobiliteach brand with the aim to further develop teacher trainings based on the same content (learning mobility abroad) and methodology and reunite all of them under the brand in order to be easily identifiable as high quality teacher trainings.An ad hoc website has been created to maximise the impact and reach as many VET provider as possible. It contains all information about the project and training materials which are freely downloadables without any limitation. The website www.mobiliteach.net has been conceived also to bring together the complete Mobiliteach teacher training offer that organisations inside and outside of the partnership are developing.The project had a relevant impact on: - VET teachers and staff that increased their competences on writing, planning, managing and organising WBL experiences and gained intercultural learning competences.- VET providers that increased their level of internationalisation and the upscale their VET provision thanks to the competences and skills acquired by their staff - Mobility experts gained a deeper understating on the VET system of the participating countries- All organisation reached with dissemination that got interested or are already participating to new Mobiliteach projects.The project in the long run will contribute to increase the offer of high quality WBL experience abroad to VET students and therefore enhance young people employability. Upscale of VET teachers competences and their increased awareness on the importance of. work-based learning experiences will also indirectly support work-based learning validation of competences and its integration in the students curricula.

Today’s learning opportunities for young people are limitless, individuals learn and acquire new competences not only in the traditional setting of a classroom or at work, but more and more outside of it. Learning mobility is one of the ways in which people can enhance their development as active citizens and strengthen their future employability. While traveling and getting in touch with new cultures for studying, volunteering or having a working experience abroad youngsters develope personal, professional and intercultural skills. Nevertheless most of these skills often remain invisible, because the existing recognition tools do not fully answer to the need of self reflection, awareness, validation and recognition of the key competences acquired by young people in these contexts.The European Badge Alliance project - EBA - brought together 8 european organizations - 6 organizations active in learning mobility (EFIL, YEU, AECA, Uniser, LINA and Semper Avanti ) and 2 technical partners (BadgeCraft and HOC-Lab) - who decided to innovate the recognition, validation and communication processes of key competences acquired by young learners and staff through experiences of learning mobility. How? By using Open Badges, an innovative digital tool originally developed by the Mozilla Foundation that perfectly meets this need of recognition and validation.Technically speaking Open Badge are digital certificates that encrypt information related to the learning process, the organization delivering it and the achievements or competences of the badge owner. Concretely speaking Open Badges are practical tools, getting more and more used to redefine the learning process and to certify competences and skills developed within diverse educational settings, key competences acquired through non-formal or informal learning, including through learning mobility.The final aim of EBA is innovating the recognition, validation and communication processes of key competences acquired by young people in NFIL contexts, with particular reference to learning mobility, in order to increase their personal and professional development, their participation in learning and their employability. From September 2015 to august 2017, the project unfolded into the realization of the 5 main intellectual outputs:1) A preparatory research about the state of the play and the potential of using Open Badges. The paper is shortly presenting the aims, origins, technical terminologies and development of Open Badges.2) 7 “new” sets of Open Badges available on the Badgecraft issuing platform each one contextualising learning taking place in specific types of motilities implemented by partners (International mobility training, International facilitators, Junior and Senior Trainers, Organizers of International activities, Long Term School Exchanges, International Placements, VET Mobility). Moreover 5 sets of badges which have already been developed by other organisations have been tested and adapted (International Youth Exchanges, EVS, EVS mentors, Youth Workers Mobility, Strategic Partnership). 3) The piloting of the 7 sets of badges created and the 5 already existing by each partner according to the learning mobility managed and the creation of guidelines on the use of the Badge System addressed to youth workers (available both as video and graphic PPT)4) A policy recommendations paper about the potential of Open Badges as a tool for the recognition of competences from non formal and informal learning addressed to decision makers.5) The upgrade of the www.Badgecraft.eu platform for badge issuing on the base of the partners organisation's needs and the feedbacks collected by the learners. The platform allows now to embed badges into the Europass CV.On June 2017, a multiplier event have been organized in Brussels to disseminate the projects results at european level, in particular among decision makers (morning session at the Parliament) and among organizations managing learning mobility (afternoon training session at Mundo J). The project had a big impact:-on the partners organizations who introduced the use of Open Badges on the management of their mobility projects to valorize the key competences acquired by young people while experiencing life abroad.-on all organisations reached thanks to dissemination who got familiar with the open badges and can now use the badge systems developed and join the Alliance -on the non formal education sector in general and on the EU institutions by mainstreaming the use of Open Badges across Europe for recognising non formal and informal learningThe project in the long run will contribute to the discussion for recognition of competences gained through non-formal and informal learning at European level. Moreover it will allow the development of the Open Badges ecosystem by transferring Open Badges to other sectors thanks to new projects developed by partner organisations.

“Expanding learning mobility to new audiences through school – civil society partnership” stems from the underexplored potential of individual pupil mobility in Erasmus+. Its current scale is insignificant compared to the ambitious goals set by the EU in terms of numbers and underprivileged pupil profiles to reach. Schools are now not able to provide a quality educational experience to mobile pupils, lack appropriate recognition procedures and express the need of support by third parties in mobility. Furthermore, most schools lack a strategic approach to international education, of which pupil mobility is an element.The project objectives are to:1. Develop a quality educational framework for individual blended pupil mobility with underprivileged audiences2. Empower teachers to effectively promote, support, recognise and leverage pupil mobility in general, with less advantaged audiences in particular3. Engage schools and civil society organisations in recurring Erasmus+ projects, as a part of their overall European and international strategies4. Build and promote a sustainable model for partnerships between schools and organisations specialised in pupil mobilityThe project activities are:- The development of a Guidebook to individual pupil mobility with underprivileged audiences, through cooperation between schools and civil society organisations, as an Intellectual Output of the project. The Guidebook in English will include sections dedicated to: the educational framework for individual pupil mobility, recommendations on recognition of learning outcomes, practical and risk management aspects, inclusion of pupils with fewer opportunities, whole school approach to internationalisation and the cooperation model between schools and civil society organisations. The last section focused on the cooperation model will be published as a brochure and translated into French, Spanish and Latvian.- Small scale individual blended mobility of pupils for a period of 2 months, which will serve as a pilot for the Guidebook content and for the cooperation model developed in the project partnership. The pupils – in total 12, with 3 sent and hosted in each project country – will all be selected among those with diverse underprivileged backgrounds.- Two short term staff training events, each involving 29 participants: teachers of the schools and educators of the civil society organisations of the project. The first event focuses on hands-on implementation of the mobility educational framework, capitalising on and feeding into the relevant elements of the project Guidebook. The second one is centred on sustainability and future planning for embedding pupil mobility in the long-term internationalisation strategies of schools.- Five multiplier events to disseminate project outcomes to different stakeholders. The first event will involve 50 participants from different countries, including school and civil society representatives, policy makers, researchers and experts from the field. The following four events will be organised at national level, each to reach 20-30 different school and civil society stakeholders in the project countries.All the activities will be embedded in the cooperation between schools and civil society organisations, using the respective expertise and outreach of the project partners. In particular for developing the Guidebook, organising pupil mobility and the national multiplier events, bilateral collaboration in each project country will be key.The results expected - next to the production of a practical Guidebook tool, the contents and resources of the international staff training events, and the new competences of the learning activities participants - will focus mainly on building a sustainable future for individual pupil mobility. This includes increased interest of schools and civil society organisations in cooperation, in pupil mobility and in development of internationalisation strategies. The central result is a quality framework for inclusive individual pupil mobility, with effective educational approaches, outreach to wider school communities and clear task division for the different actors involved. Finally, the results will include commitment and readiness of the schools and civil society organisations, as well as their staff involved, to carry out concrete mobility projects with less privileged audiences within the Erasmus+ framework.Through these results the project will have a strong learning impact on the direct participants of the activities and capacity building impact on the participating organisations, including their staff and learners. Beyond the consortium, other schools, civil society actors and policy makers will gain awareness on needs and opportunities for pupil mobility, and concrete tools for acting upon them.In the long-term we expect the project to contribute to the growth and development of individual pupil mobility across Europe.