"A través de este proyecto, diversas organizaciones entre las cuales agencias de empleo, organizaciones sin ánimo de lucro, autoridades de certificación y proveedores VET, empresas privadas y varias ONGs han unido fuerzas para acelerar la integración de jóvenes refugiados, migrantes y solicitantes de asilo al mercado del trabajo a través de la enseñanza de competencias digitales (en particular desarrollo web/coding). La base del proyecto está, por un lado, en la amplia necesidad de profesionales formados en el secto de la tecnología. Por oto lado, se encuentra también una gran comunidad de jó9venes migrantes, refugiados o solicitantes de asilo dispuestos a trabajar pero que no disponen de educación (gratuita) para poder adquirir las habilidades necesarias para acceder a oportnidades laborales que les permitan estabilizar sus situaciones. Se puede encontrar más información sobre el contexto en el artículo que escribimos durante el proyecto: https://migracode.openculturalcenter.org/a-background-article/.La manera en que abordamos la aceleración de la integración laboral de nuestro grupo ""target"" se centra en tres temáticas: - Enseñanza innovadora de competencias digitales a personas refugiadas, migrantes y solicitantes de asilo;- Responsabilidad Social Corporativa (RSC) y programas de empleabilidad;- Habilidades profesionales y coaching.Durante el proyecto, logramos completar los siguientes objetivos generales (en relación con los objetivos generales de a propuesta original - los objetivos más específicos están desarrollados más adelante en este informe);- La implementación de una escuela de desarrollo web para personas migrantes y refugiadas en Barcelona por OCC ES (que sigue desarrollándose y funcionando como escuela de tecnología para personas migrantes y refugiadas);- Se creó e implementó una estrategia completa para mejorar el concepto de escuelas de desarrollo web para personas migrantes y refugiadas. (por ejemplo, se añadieron nuevos partners de la UE que ahora están trabajando para llevar a cabo programas piloto similares);- Se creó y llevó a cabo un plan estratégico completo sobre cómo iniciar, implementar y sosener alianzas con el sector privado de la tecnología en el contexto de la Responsabilidad Social Corporativa (consiguiendo que muchos estudiantes del programa piloto fueran contratados);- Se creó un manual sobre cómo iniciar una escuela de desarrollo web para personas migrantes y refugiadas como se hizo en Barcelona (que se espera poder usar en próximas alianzas con Madrid4Refugees a través de un nuevo Erasmus+ KA2, si este es aprovado);- Se terminó de desarrollar y se mejoró el currículum de desarrollo web usado en las escuelas poniendo el foco en las necesidades especiales del colectivo de personas migrantes y refugiadas así como otras comunidades con menos oportunidades;- Se desarrolló un curso de formaciónpara voluntarios/profesores/educadores/trabajadores jóvenes que los prepara para trabajar con las necesidades de nuestros grupos "" target"" (incluye una guía desarrollada al 100%).Un objetivo crucial que también se logró cumplir a través de esta colaboración fue la creación de una amplia red europea de ONGs, partners privados y otras organizaciones, que ahora se toma como base para más colaboraciones en el marco de Erasmus+ Key Action 2, y se usa también como primer punto de contacto para jóvenes refugiados, migrantes o solicitantes de asilo en toda Europa para encontrar educación gratuita en competencias digitales. A través de esta red, se han iniciado varias nuevas collaboraciones en el marco de KA2, con la presencia de nuevas escuelas y muchos más partners del sector privado. Hemos llamado a esta red ""European MigraCode Network"", y se puede visitar la web oficial en este link: https://migracode.eu/. Aunque la red sigue estando en proceso, este primer proyecto KA2 ha servido con éxito de trampolín para lanzar más colaboraciones europeas transnacionales, con más reuniones y proyectos conjuntos."

Blockchain is a technological innovation that has recently gained substantial prominence in most EU sectors. Consequently the provision of relevant VET offerings is insufficient in quality and quantity, fragmented and infrequent, not adequately addressing the emerging training needs for ICT professionals. There is a scarcity of training programmes and courses on distributed ledger technology, especially if looking at European dimensions and a need to address existing skills mismatches, resulting from the dynamic penetration of blockchain technology across all sectors of the EU economy (incl. banking, accounting, auditing and government services). BLISS aimed to tackle this challenge by delivering a modular VET course and OERs on the technologies and practical applications of blockchain to empower ICT professionals across the EU with updated digital knowledge, skills and competences required to understand, work with and manage blockchain projects.In particular, project objectives involved: 1) Enhancing the labour market relevance of VET for ICT professional to address blockchain skills needs, 2) Introducing modern training delivery methods and innovative open access pedagogical resources, enabling learners to acquire blockchain skills related to blockchain technology and applications, and 3) Facilitating mutual recognition of the developed learning outcomes across the EU. The partnership comprised 6 organisations from 6 EU countries, from the world of VET, the ICT sector, technological research, as well as learning innovation experts. UCBL and UT lead research activities in innovative technologies, being also experts in the design/delivery of ICT courses. Business Training and TELESIG bring the expertise in the design/delivery of VET programs covering the entire spectrum of Information and Communication Systems. AICA represents occupational needs and workplace realities at national and EU-level, working with the wider ICT sector to develop standards and qualifications (e.g. e-Competence Framework). EXELIA is an expert in R&D and delivery of innovative ICT-based methodologies (e.g. MOOCs). Main project activities involved: analysis of current and future workforce training needs to develop updated and tailored to occupational needs, on the technologies and practical applications of blockchain and, development of modular learning units for a comprehensive VET programme in blockchain skills and applications, development of pedagogical resources and assessment tools to be offered as Open Education Resources, development, testing, and delivery of a Vocational Open Online Course on blockchain skills and applications, promoting the adoption of innovative practices in VET, involvement of key policy makers & stakeholders for the endorsement and mutual recognition of BLISS units of learning outcomes, sharing and validation of outputs with multiplier events, inviting target groups to uptake BLISS results and to act as further disseminators. The BLISS project led to the following results and impact:VET world and occupation validated learning outcomes for training provision in blockchain skills and applications for ICT professionals.Formal VET learning units and VET integration guidelines. Pedagogical resources and assessment tools for blockchain skills and applications, offered as OERs.BLISS Vocational Open Online Course on blockchain skills and applications for ICT professionals. A Blockchain skills certificate supplement to lay the ground for the establishment of a certification scheme for blockchain related skills.A position paper to support decision making on VER & skill development policies & promote the integration of blockchain skills into the e-Competence framework. Three demonstration workshops and three national info days to promote project results and validate all developed materials. Finally, long term benefits of the project involve: the uptake of project materials and open educational resources from relevant VET providers across the EU, participation of a growing number of initial and continuous VET learners in courses based on project outputs, expansion of the strategic partnership towards a network of collaborating VET and sector stakeholders, further maturing & development of national and EU VET policies targeted to the occupation influenced by BLISS recommendations, and cross border certification of skills acquired.

"BACKGROUND Vocational schools simultaneously have to meet two opposing requirements: to remain true to tradition, delivering stable, tested knowledge approved by relevant parties in society and the economy; and to equip students with a set of skills and competencies relevant to newly emerging demands. Despite great efforts by national and European policy makers to drive VET schools into ‘rethinking’ their curricula and teaching methods, changes have been slow to keep up with labour market requirements. In most European countries VET qualifications are based on standard curricula that precisely define what is taught, leaving little freedom for teachers and schools to train for just-in-time labour market demands. Most systems also have lengthy and complex accreditation procedures, so the approval of a new curriculum - or even the modification of an existing one – can take a long time. OBJECTIVESThe main goal of the project was to develop a new methodology which enables leaders and teachers in vocational education to address skill gaps identified by the labour market, which itself is changing at a pace never experienced before. The focus of the underlying methodology aimed at exploiting the hidden pedagogical potential and creativity within vocational schools by establishing collaboration among all relevant stakeholders, i.e. teachers, students and companies alike.TARGET GROUP: Teachers and trainers of the vocational education PARTNERSHIPThe consortium comprises 7 partners from 4 countries (Hungary, Italy, Estonia and United Kingdom) with long and collective experience of vocational education, 21st century teaching methods, curriculum and eLearning developments. Each partner added extra value to the developments: Jobsacademy its best practice in working together with industrial partners, AICA (Associazione Italiana Informatica e Calcolo Automatico) its expertise in applying EU standards (like DigComp), CAPDM Ltd. brought its professional competences in designing and implementing online courses, the Estonian VET provider BCS worked in the pilots together with the teachers of the Hungarian Vocational School partners. Last but not least iTStudy Hungary controlled and directed the professional work and added its professional experiences in the 21st century teaching methods, and e-learning developments.ACTIVITIESThe activities were structured around 5 intellectual outcomes focused on needs-analysis, curriculum, learning content development for teachers, elaborating the innovative ""Responsive Project Methodology"" aimed at turning VET from being supply-driven to ""demand-driven "", piloting all results with the target group, and disseminating the products and experiences online for VET teachers in 4 European languages.The quality of the results and the effectiveness of the collaboration was ensured by project- and quality management processes, continuous monitoring and evaluation supported by digital tools.RESULTS AND IMPACT ATTAINED, LONG-TERM BENEFITSThe indicators we reached demonstrate the impact of the project:560 teachers, 87 students and 25 companies involved into the surveys and the pilots, more than 300 pages published in four European languages (EN, EST, HU, IT) online (curriculum, online course, 2 e-books), more than 100 dissemination activities, 350 external participants on the face-to-face and virtual multiplier events. However, the most important result providing feedbacks about the impact of the project results as a whole, were the two months long pilot projects in Hungary and Estonia.“We can see now what knowledge we can realistically expect from a newly graduated and job-seeking employee in the indicated area when hiring. I would definitely recommend this form of cooperation to other VET schools and employers because it can help build a living relationship between them.” (Employer)Long-term impactThe beneficiaries of the project results in the long term are VET students, industrial stakeholders, the employers and even VET schools. The VET schools establishing responsive projects make a step towards the demand-driven vocational education, the students completing the mini-course and conducting project work on real problem will have better chance for staring start their professional carrier successfully, and the companies have better chance for finding employees with vocational and soft competences they need.The feedbacks received from the target group and beneficiaries clearly demonstrate that the Reacti-VET products contribute to equip VET students with the skills and competences to thrive in the evolving labour market. While the project was designed in 2018, its objectives are now-days even more relevant than they were at that time, and included into the strategies for the next period of 2021-2027.Project portal: https://reactivet.itstudy.hu/ (dissemination platform for visitors)E-learning platform: https://rvet.itstudy.hu/Contact:: maria.hartyanyi@itstudy.hu"

During the last years particular focus has been placed on European vocational educational (VET) schools and training centres as the current economical crisis is forcing them to respond to the demands of increasing attractiveness, embedding stronger work based learning, enhancing labour market relevance, implementing teachers and trainers professional development. To help to overcome these challenges the implementation of national level quality assurance (QA) systems in the VET is highly recommended; aligned with EQAVET, the European Reference Framework.The implementation started several years ago in almost all European countries, but reports and relevant studies reveal several difficulties (the reluctance of the staff, the lack of human resources are commonly quoted) and confirm that improved methods and approaches are needed to speed up the process. These difficulties hinder the implementation of a Quality Assurance System (QAS) at all levels of education. Open QAsS project offers a number of small, but effective, steps towards satisfying this need for overall improvement. The main concept behind the project vision is to utilise the practical potential of today’s networking technology in all areas of the implementation of the EQAVET Reference Framework principles, and so to make the resulting tools part of the daily practice of institutional Quality Assurance in our VET schools.The consortium intended to develop a complex, open package of QA tools for actors in vocational education, made freely available in four European languages. The results are aimed to strengthen the quality culture by convincing and motivating VET teachers, trainers and headmasters of the need, and helping them to recognise the potential of quality assurance tools and methods for improving the effectiveness of their pedagogical work.In the consortium eight partners collaborated from five European countries; from Hungary, Italy, Spain, Ireland and from the UK - representing all types of organisations working in the VET sector. The consortium had all the theoretical background (research capacity) and the practical experience (creating online knowledge sharing communities, Web 2.0 based online content development, software design and development, many years experiences in operating and managing educational Quality Management Systems) needed for the successful implementation of the planned objectives.One of the main strengths of the consortium was the effective project and quality management methodology – based on IT tools –used previously with success in several national and European projects. Project management and the related QM activities (breakdown and mastering schedules, using standards for documentation, planning the risk and change management, controlling and evaluating outcomes) contributed to a harmonious collaboration and effective communication among the partners; created a productive environment for project development; ensured the appropriate quality of project outcomes.To ensure the successful development strategy we used PDCA-SDCA (Plan, Do, Control, Act, Standardise) methods. The detailed timeline for the project implementation was created in a Gantt-chart. The main activities are: research to define the precise needs; software design and implementation; curriculum and content development; pilot testing for feedback from the users at every phase of the implementation.The main outcomes of the project are highly focused and planned to successfully provide a complex package,including a knowledge base,an interactive manual on educational quality assurance systems published online,a software toolkit for managing institutional QAs. The aim is to ensure that traditional bureaucratic processes can be transformed by use of practical ICT tools to show a transformational improvement in the effectiveness of the pedagogical work of teachers and schools. The project impelementation involved a significant number of VET teachers and trainers. This community was intensively involved in the effective dissemination of developments.As a final result (07) Open QAaS toolkit is available as a free software product supported by the project team and its developers, guided by an evolving user community. The online community website will encourage debate, but will also invite constructive criticism. The users will be free to modify and distribute the software under the terms of the GNU General Public License. Its development will be centrally managed within the project (e.g. through the use of a Github repository), with changes managed and introduced to the repository by the project team.

AppSkil forms an ICT Sector Skills Alliance focused on the mobile apps field that will connect VET providers, sector representatives, and VET authorities to identify skills needs & mismatches, develop and deliver an appropriate training programme connected with European qualification frameworks. The AppSkil Alliance will provide staff in ICT with needed mobile apps creation skills that are in short supply, enhancing personal development and job performance. Based on the learning outcomes approach, the AppSkil VET programme will promote mutual trust and mobility. ICT enterprises will be able to identify personnel with sector-specific skills and VET providers will benefit through the availability of a sector-specific VET program ready to be integrated in NQFs and EQF. The VET will draw from the European e-Competence Framework (e-CF) which uses a common language for competences, skills and proficiency levels that can be understood across Europe. Most of the qualifications that have been identified in connection to the professional profile of app developers correspond to EQF level 5. At this level, most of countries propose training programmes related to mobile application area and programming languages. e-CF has also been employed as reference basis to defining the competence required of mobile app developers.Aims In the latter stages of the project it aims to form an ICT Sector Skills Alliance focused on the mobile apps field, setting the basis for the establishment of a European ICT Sector Skills Council. The AppSkil Alliance responds to the call for enhancing the responsiveness of initial and continuing VET systems to sector-specific labour market needs and to the demand for improved skills by: a) Acting as a collaboration platform that will connect VET providers, sector representatives, and VET authorities, b) identifying skills needs & mismatches, and c) developing and delivering an appropriate training programme connected with qualification frameworks. Objectives AppSkil sets out to: •Design a European learning outcomes approach curriculum for mobile apps creators to improve business and design skills•Link the designed curriculum with ESCO, EQF, NQFs and e-CF and quality assurance principles to facilitate recognition and make it transferable across EU. •Gather and systemize evidence of skills shortage at EU level to fine-tune and optimize vocational learning content and approach. •Coordinate the sector in terms of skills anticipation and act as a cornerstone for a long-term European collaboration. •Introduce innovative training delivery methods in the form of MOOC. •Validate the training approach so as to offer operationally mature open educational resources and approaches. •Provide replicable training to mobile apps creators.