VocFlo responded to current developments in VET policy in the European Union. These in turn are a response to the economic policy objectives of Agenda 2020. The EU wants to ensure that by the year 2020 75% of the people in working age are in employment. The currently extremely high levels of youth unemployment in many regions of Europe make clear what efforts are needed to achieve this goal. One of the causes of youth unemployment is seen in the lack of employability of vocational training graduates. It is criticized that many VET systems are too remote from the economy and offer insufficient opportunities to acquire the professional and personal skills required by the labor market. The EU therefore calls on its members to reform VET. VET and the economy have to cooperate with each other to compensate for the existing deficits.At this point the project VocFlo starts. Educational institutions at various levels and professional associations of floristry, together with experienced project coordinators, agreed on conceptual foundations for economic and European cross-border vocational training in this sector. They described units of learning outcomes and assigned learning outcomes to them. In order to facilitate the transfer of these units of learning outcomes into educational practice, methodological-didactic guidelines were designed for teachers. The results of the project were examined during its runtime in a Methodology Workshop for teachers as well as a Student Camp for their practicality and compatibility with the different vocational training systems. A training program has been developed and tested, which will enable further teachers and multipliers in floristry to implement the learning outcomes approach in their institutions.To ensure sustainability and to support the transfer of results into VET practice, a network, the European Mobility Network for Vocational Training in Floristry, has been established and cooperation with new network partners has been initiated. In the future, this network will offer cross-border mobilities where participants can complete selected units of learning outcomes. The project's products therefore include a organizational handbook for mobilities. The course of the project is documented in a field report, which is also used to disseminate the project results.The project contributes to improving the quality of training in floristry (strengthening the economic relevance of training), contributes to improving the transparency between European vocational qualifications and opens up possibilities for strengthening cross-border training cooperation (mobilities).

"The main purpose of EUROPA-MEISTER has been to describe the knowledge, skills and competences of Master craftsmen in the Painting/Decorating sector at level 6 of the European Qualifications Framework (EQF). The EUROPA-MEISTER certificate represents a seal of quality for services rendered to clients from qualified Painters in Construction which will be delivered by the International Association of Painting Contractors (UNIEP) and selected experts gathered in examination’s committees.The project’s objective was achieved in five specific phases which correspond to the different activities, known as Intellectual Outputs (IOs).As a first step, the IO1 described the competencies, knowledge and skills (CKS) at level 6 of the EQF for the Painting trade. Some units of learning outcome, particularly required for the European dimension, were added: Unit U6-5 EU Law and Law in Europe and Unit 10 General Education with the subunits U10-1 on Digitization and U10-2 on (English) Language. Within the framework of the IO2, the Matrix of competences was translated into the national languages of all project partners and entered into the Multilingual Skillsbank, where qualifications’ descriptions also for other professions are classified in the same format.With the IO3, the formal structures and the procedures for the EUROPA-MEISTER issue were defined and are available as guidelines for the cooperation of European Vocational Institutes in the form of a Manual. This output creates a link of the different country-specific requirements for the qualification up to level 6+.IO4 being another fundamental part of the project, enables the desired qualification with a suitable instrument. Based on the learning outcomes described in IO1, documents were adapted for an e-learning course system for cross-border Meister training at level 6+ of the EQF. The lecture notes are available in German and English and future candidates will dispose of them through a digital platform. Furthermore, individual learning contents of competence areas were successfully tested with young learners from the painting sector. Teachers, trainers and company tutors were involved in a transnational testing and orientation phase in a working group, in line with the realized learning, teaching and training activities (LTTA) at the School of Painting in Baden. The test was successful and the results provided important conclusions for the further development of the learning materials. The course system itself, i.e. the concrete offer of bookable courses, will be further developed by the UNIEP experts’ committee after the end of the project.The IO5 was entirely dedicated to ensuring the transnational quality protection by introducing, in a detailed manual, regulations, working methods and competences for the EUROPA-MEISTER Committees and its experts. Some examinations, in addition to national tests, have been included especially with reference to digitalization and English language knowledge. Furthermore, a supplementary qualification will be now acquired, in the theoretical or practical context, at European Master Schools, Educational institutions and/or painting establishments, through a mobility programme (""EUROPA-Walz"") for a period of 4 weeks (such as special training courses on historical painting techniques, concrete remediation, corrosion protection, fire protection coatings, ect.).This Intellectual Output was developed under the leadership of UNIEP and will continue to be supported by this European umbrella association in the future. It will ensure the sustainability of the project and also its permanent development capability. IO5 made it clear that for the first time, individual career planning as well as a largely time- and location independent learning qualification at level 6+ in the painting trade is possible.At the concluding Multiplier Event, the attention with which the European public already perceives the EUROPA-MEISTER project was made visible by involving high level European stakeholders. The successful completion of the project laid the foundation for further development and implementation processes. The great complexity of the content of the EUROPA MEISTER project has shown that qualification at Level 6 and further professional qualification measures are an important requirement in order to avoid economic damage and deficiencies. Through the umbrella organization UNIEP and its member associations, further European countries will benefit of its results."

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At application time, spring 2016, over 1.1 million people – refugees, displaced persons and other migrants – had made their way to Europe either escaping conflict and serious threats in their country or in search of better economic prospects. More than 60 million people are today forcibly displaced as a result of violent conflicts and natural disasters. The refugee routes have changed during the project’s life time, but still with a common European challenge in how European governments are willing to share the burden. One of the RefuSkills project partners, Turkey, is now serving as a buffer according to the agreements between EU and Turkey.The project consortium comprised 14 partners from 9 countries. The partnership included partners with critical first line experience from reception of refugees and other migrants, and others from handling applications for transit or residency.The RefuSkills project aimed to use the Skillsbank experiences with structured Learning Outcomes in EQF and ECVET format to meet the immediate needs for a rapid competence assessment and a documentation and declaration of skills, competences and certifications of great value to the individual migrant, the recipient country, and to the host community.The main objectives were:1) Establishment of an easy-to-use mechanism, the RefuApp, to give refugees/migrants an opportunity to document their skills and competences (in their own language) by using basic ECVET and Learning Outcome principles2) Facilitation and reduction of processing time in the handling of refugees’ and asylum-seekers’ residence applications, and identification of appropriate/relevant individual career pathways towards employment and training3) Improving the recipient countries’ possibilities for a fast identification of migrants’ skills and competences, and thus for a facilitated integration and participation in work and capacity building programs4) Exploring the possibility of issuing a “RefuPass” stating the individuals competence portfolio based upon Learning Outcomes extracted from Skillsbank and the RefuApp Skillsbank (Leonardo da Vinci 2011 project) is the basis for the RefuSkills technical developments. It is a multilingual web-based toolkit targeting career guidance, recognition of prior learning and individual training support. It is based upon Learning Outcomes and uses principles from EQF and ECVET. The interface is presently available in 14 languages, AR, BG, DE, EE, EN, ES, FR, IT, NL, NO, PL, PT, SI, and TR. The system aggregates Learning Outcomes in terms of knowledge, skills and competences into logical units constituting full qualifications. Skillsbank furthermore offers a Recognition of Prior Learning assessment module where each Learning Outcome can be self-assessed by individuals. Subsequently assessors can validate and conclude with a consolidated assessment to be included in the individual’s competence portfolio.The RefuSkills project has used the Skillsbank options as the RefuApp for a “self-declaration” by the migrant to be matched against selected qualification descriptions defined by partner countries as relevant: cooking, serving/waitering, office work, hairdressing, welding and sales clerk. In addition to these occupations, a section for Core Work Skills / Transversal Skills is available.The Arabic option makes it possible to create bi-/tri-/quadri-/multilingual versions of qualification requirements. The migrant will use the most relevant language for the self-assessment input, whereas the hosting side can work in an available parallel language version.After the self-assessment, several options are available:•The migrant can use a print-out as a self-declaration against a competence profile;•The self-assessment can pass through an external assessor to be formally validated against qualification requirements;•After the external assessment the migrant may have a “compatible qualification document” as a competence passport according to qualification requirements and standards; or•Have a basis for career guidance and further training – formally in a training institution or in the workplace.Depending upon type of output required in a national or a sectoral setting, the output documents are linked to the Skillsbank database for an automatic merge of information into the new layout. This applies to developed documents as well as to a Europass CV or other existing formats and will be extended with a “RefuPass”.The main project steps:•Initial surveying/mapping of refugee status in all partner countries•Identification of Key Competencies expressed as Basic Skills, Transversal Skills or Core Work Skills and Competencies•Identification of the most relevant/requested vocations/occupations and the respective qualification matrixes•Development of ICT solution, the RefuApp, integrated with Skillsbank modules, new documentation, and use on tablets and mobile

Chemical and pharmaceutical industrial production employs millions of Europeans and offers all sorts of products, from plastics and metal alloys, to fertilizer, food and medical products for humans and animals. The European chemical industry is a €673 billion industry and the world’s top exporter and importer of chemicals, with a record €43.5 billion trade surplus in 2014.As one of the largest and most diversified industries globally, the European chemical industry supplies virtually all sectors of the economy, providing innovative and sustainable solutions to today’s economic and environmental challenges. It plays a vital role in providing all manufacturing sectors. It has created wealth and employment for millions of European citizens over the years. In the EU it is the leading manufacturing sector in terms of value added per employee. Access to process operators with relevant qualifications has been a growing problem. The shortage is due to different factors, including demographic change and a general lack of up-to-date training courses for those already working in the sector, and for young, potential recruits. To meet the challenges, the European Chemical Employers Group (ECEG) and the EMCEF (European Federation of Chemical and General Workers Unions) signed a European Framework Agreement on competence profiles for operators. The Agreement has contributed to the formulation of specific requirements regarding competencies operators must develop through vocational education and training. The ChemPharmVET project was based on previous achievements towards key competences for operators in the chemical industry with the overall objective to develop innovation in vocational education and training. The project was based on the units of learning outcomes developed in the PILE UP project with the target of developing curricula for the training of operators in the chemical and pharmaceutical industry on EQF level 4.With the further development of the PILE UP project with units of learning outcomes tested by stakeholders around Europe, a new European model curriculum and training programmes for VET providers for the training of operators in the chemical and pharmaceutical industry was created. The main project outcomes of ChemPharmVET are the development of:• the Pile Up matrix extensions, including additional units of learning outcomes for operators in thechemical industry;* a similar matrix of learning outcome units for operators in the pharmaceutical industry;* VET curricula, based on the matrixes, for the chemical and pharmaceutical industries;• the pedagogical concept to implement VET model program in the different target countries;• a new learning outcome based European model for VET that can be used for country specific curricula;• tools for recognition of prior learning.Through this delivery the project has addressed the challenges recognised by the social partners at EU and national levels in VET and has contributed to:• make it easier for young people to get the right competences (skills, knowledge and general aptitudes) and to use them in appropriate jobs• contribute to employment by equipping people with the right skills for the jobs of today and tomorrow in the chemical and pharmaceutical industry;• give employees the ability to acquire required qualifications in order to adapt to change and possible shifts in their career. In doing so, the project has facilitated to meet industrial, economic and technological changes in the chemical and pharmaceutical industry and enabling future mobility and development of the workforce;• improve quality and relevance in VET for operators in the chemical and pharmaceutical industries, hereby improving their employability;• improve attractiveness of the vocational education and training among young people by providing up-to-date VET programmes with perspectives of mobility;• enhance creativity and innovation of VET by promotion of partnerships between the world of VET and the labour market;• support effectiveness of the labour market through the future supply of highly qualified and competitive specialists and decreasing the mismatch of qualifications.• improve practical skills of VET learners by involving employers in the process of VET, facilitating work based learning.Several of the outcomes are presented in multilingual versions at www.skillstools.eu , with the matrix solutions for self-assessment also to be found at www.skillsbank.eu