Since the advent of the Erasmus+ Programme, Gecko (UK) has devised and piloted an Enterprise and Employability programme which is complementary to KA1 VET work placements in foreign organisations. Throughout the lifetime of the project, this programme was shared and improved with the help of a network of European VET partners, working together towards achieving transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility.The organisations involved were: Gecko (UK), Reattiva, CEDIT & CPA Bomba (Italy), INCOMA & INTEGRA (Spain), Globtrain (Germany) and European Academy (Romania).Our now improved DEEM programme complements the KA1 VET mobility schemes, and adds value to them by offering a training scheme that equips and empowers beneficiaries of such schemes with entrepreneurship and employability knowledge and skills, leading to sustainable employment at the end of the mobility. The improved materials take the shape of: - 1 Workbook on Digital Competencies - 1 Workbook on Digital Competencies - Tutor's Copy- 1 Workbook on Intrapreneurship- 1 Workbook on Intrapreneurship - Tutor's Copy- 1 Workbook on Teambuilding- 1 Workbook on Teambuilding - Tutor's CopyTogether with:- Methodological notes- 1 Improved Individual Development Plan- 1 Improved Log BookThe training programme has been designed to work in symbiosis with the work placement, allowing the students to record both their professional and personal goals through the use of the Individual Development Plan and Log Books that are complementary to the training.The project built on the UK approach to student-centred learning, offering an innovative pedagogical approach to partner nations. The curriculum materials offer a formal training route, and opportunities for national and ECVET certification. The DEEM programme that we devised is based on an empirical approach, offering immediate solutions to engage employers in work-based learning and to help beneficiaries of mobility schemes into sustainable employment. Through implementing the project, the partnership also led to the development of better quality assurance mechanisms in VET, by identifying clear statements of learning outcomes.We worked together in sharing good/better practices, improving the materials of the Enterprise and Employability programme and then standardised them, with inputs from all the partners representing 5 EU countries. By using the knowledge of all the partners, we acknowledged the different pedagogical approaches of partners/nations, but also sought to be uniform in our approach, so that the DEEM programme can be used or adopted in any EU nation. The main result of the project: the DEEM network developed a common curriculum which we all own now – both as intellectual property and “own” in terms of our commitment to its quality delivery. The project built and strengthened a network of European VET providers, enabling them to deliver a standardised enterprise and employability curriculum, building organisational capacity, whilst working collaboratively towards achieving results that tackle EU's 2020 Strategy.

"HALO project intends to focus attention on Handwriting Analysis as methodology to defend Learners creativity and reinforce Orientation.Graphology is a science that has been around the world for many centuries, but its cradle is Europe. In fact, one of the first talked about it was Aristotele arguing: “as speech reveals the propensities of human soul, so handwriting reveals modalities of such propensities”.In Italy, a very important school has developed by the main national representative in Graphology: P1-IGM Istituto Grafologico Internazionale ""G. Moretti"" of Urbino (lead partner). The aim of the project is to share and disseminate good practices through the sensitivity of European universities and schools that have understood the importance of handwriting in digital age and give value to graphology as an intangible heritage of humanity in favor of new generations.For this reason, teachers and school counselors will be involved in an interdisciplinary way helped by Handbook and online courses. They will be sensitized to defend handwriting in three main directions:- For improvement of teaching techniques and methods.- To consolidate good educational orientation practices against early school leaving and adolescent distress.- To rethink and enhance teaching by adapting new IT technologies with manual writing.All these things will be done through synergy with the other teaching and evaluation methods used in Europe in the educational sphere.These three elements are developed within the three Intellectual Outputs envisaged by the project:IO1 relates to tools for teaching staff engaged with ISCED 3 students aged 14-16. Tools of IO1 will be useful for teachers to acquire relationship methods suitable for information exchange to be used in favor of individual students and class groups.The shared objective is to increase the skills of an important part of educating community which has as its last goal educational success of children in a delicate evolutionary phase.IO2 is aimed at operators who provide guidance to ISCED 3 students in the 14-16 age group. The objective of IO2 is to make communication and relationship styles shared between school counselors/psychologists on the one hand and graphologist consultants on the other, to encourage the orientation processes of children.IO3 consists of a set of tools for teaching staff, to promote a renewed adoption of handwriting in teaching. This will also happen through the new applied word processor technologies which combine advantages for typical learning of handwriting (creativity, information processing and critical analysis) with advantages of technologies, such as the logical-visual structuring of text.Partners were chosen based on their sensitivity to the topic and on the basis of their respective skills:Istituto Grafologico Internazionale ""G. Moretti"" (lead partner) has been operating in Urbino since 1970. It is an Institute aimed to promoting graphological disciplines and, among various sectors in which it is engaged, it also carries out graphology consulting activities for school and professional orientation.P6- University of Wroclaw in Poland has a department that develop studies about youth distress and deviance and every year organizes a Symposium of studies on the comparison of handwriting. The Symposium now celebrating its twentieth year.University of Bucarest, with its Faculty of History and Philosophy, conducts studies on birth and history of writing as a complex process relates to human being in his entirety. In collaboration with partner P4-EA Asociatia European Academy, carries out studies on use of handwriting in digital age.P8-BBTraining is an institution involved in training and project managing. It is technical partner who will take care of structuring and implementation of Handbooks and online courses provided in IO's of HALO project.HALO project also involves three bodies operating in school world, one for each country:P2- IISGB Istituto di Istruzione Superiore ""Giordano Bruno"" di Budrio - (BO) for Italy. P7-LIWRO Liceum Ogólnokształcące nr VIII im. Bolesława Krzywoustego for Poland; P5-ISJ Inspectoratul Scolar Județean Alba for Romania.The final objective of HALO is to make available good practices generated by partners during the project in favor of entire European school system through the outputs available online.The Project is proposed precisely when Istituto Grafologico Internazionale “G. Moretti” of Urbino IGM celebrating its fiftieth year (1970 - 2020). We believe that the widespread collaboration between different territories and different experiences combines with idea of interdisciplinarity that IGM has always promoted and defended. So, collaboration between disciplines, but also collaboration between territories, always keeping the person at the center."

Apprenticeship is a priority all over EU. On the last years most of Member states have adopted regulations and schemes on Apprenticeship, but the majority of them suffers from the same problems: find shared solutions at EU level, strengthening apprenticeship effectiveness and governance trough cooperation between all relevant VET stakeholders and companies, make VET more responsive to a changing skills demand. R.APP project partners are from 5 EU Countries and, apart from DE, where apprenticeship in Dual System is a strong reality, 4 of them (IT, RO, MT, EL) share the same situation of very limited performances and even if regulations and schemes are rather recent, they are all atone for cultural legacy that influences effectiveness, governance and employers’ perception.Everywhere, resistances are still related to the lack of information and awareness, bureaucratic procedures, lack of coherence between the professional/skills needs and available didactic programs, absence of training culture, difficulty to find suitable apprentices and preparing internal tutors.R.APP project represented a reply to the above mentioned problems and pursued the following objectives:- Train Apprenticeship Tutors within VET Providers and Schools, who needed to gain or improve skills to plan and manage Apprenticeship schemes, motivating and guiding companies in providing quality paths and properly evaluate and validate LOs achieved by apprentices;- Train Apprenticeship Tutors within Enterprises, who needed to gain competences on normative and administrative aspects and recruitment procedures; shape curricula design and seek flexible arrangements between VET Providers/Schools and Companies to meet specific demands; - Contribute to remove obstacles at the company level in investing and providing apprenticeship paths;- Foster the adoption of quality assurance procedures to raise the standing of apprenticeship among VET stakeholders; - Make sure that apprenticeship programmes give a genuine, high quality learning experience that gives young people a solid foundation and an entry-ticket to rewarding careers;- Lay the basis for widening an EU VET Mobility area for Apprenticeship with transparent qualifications systems which enable the transfer and accumulation of LOs and allow young apprentices to further develop their skills and enhance their employability perspectives. Main R.APP project achieved results are:O1–R.APP Didactical Guidelines for training VET Tutors: it is a compact presentation of how didactical process should be organised and implemented when dealing with apprentices and how to support them during Apprenticeship paths even at EU level in Mobility projects. O2–R.APP Training Guidelines for training VET Tutors: it includes a theoretical part and the supply of concrete competences to VET Tutors when dealing with apprentices, enterprises and key stakeholders; how to improve enterprises motivation and commitment; how to map skills, design curricula and seek flexible arrangements between VET providers and companies.O3–R.APP In-Company Tutors Vademecum for Enterprises Staff: it is a very practical tool to support the target on normative and administrative aspects and recruitment procedures; ensure a strong correlation between training programmes and professional needs; properly assess and validate LOs achieved by apprentices.O4–R.APP Apprenticeship Mobility Vademecum for VET Staff and Enterprises Tutors: it supports VET sending organizations and EU hosting Enterprises on how to work on LOs acquired in a EU context and how to evaluate the apprentices during Mobility, with the final aim to develop more permanent actions to raise the quantity and quality of mobility experiences for apprentices, even on a long-term basis.These IOs were connected with Multiplier Events, in order to reach the widest range of target groups and stakeholders possible. In addition to these 4 core IOs, R.APP developed a number of further outputs necessary to achieve the set objectives: Dissemination Strategy; Website and R.APP e-Learning Desk; Dissemination materials; Quality Management Handbook; Learning/Training Teaching Activities.R.APP project achieved an extended impact in particular on:- Direct participants in the project: R.APP provided concrete competences for the targets on how to properly plan and manage Apprenticeship paths; how to evaluate apprentices during their in-company training; how to foster companies motivation to take on apprentices;- Partner Organisations: with the project they received an innovative approach for planning and managing flexible Apprenticeship pathways both at NA and EU level;- Other stakeholders: they are labour market authorities, political decision makers and policy makers on regional, NA and EU level; labour market organisations; chambers of commerce and social partners. They all gained impact out of the project with the innovative and flexible approach of the R.APP Model.

Master the Act design, develops and tests a teaching and learning for the education and lifelong learning of EU professionals that blends face-to-face theatre-based labs with flexible digital learning. It aims to improve a complex skillset that includes digital skills, emotional intelligence, creative thinking, interpersonal and communication skills, leadership and teamwork, along with global competence needed to thrive in a changing labour market. It supports the accomplishment of the Sustainable Development Goals, especially SDG 8 (Decent Work and Economic Growth); likewise, it raises awareness about opportunities offered to Europeans looking for a job and funds dedicated to SMEs and helping them hire European professionals.The project aims at upskilling and broadening working methods of two target groups:- job facilitators and enablers (HR managers, recruitment specialists, head hunters, career counsellors, public and private employment agencies),- theatre managers, trainers and professionals.Master the Act builds on the Fake It Till You Make It action (2017) aimed at providing unemployed people belonging to social groups at risk or facing discrimination in finding work, with soft skills for employability. The 2-year initiative has proven to be truly impactful and its outreach has attracted an interesting number of vulnerable jobseekers, especially in Spain, among younger and older workers, women and migrants, people with disabilities, and others. Likewise, in Italy all the trained people have started up an entrepreneurial initiative. Its innovative teaching and learning methodology has drawn from theatre practice and has built on the “Spot-on” method, developing a novel hands-on approach that has been tested and validated. It can be experienced by candidates taking part in drama workshops where they create theatre productions and perform them for public audiences. Through this process they are expected to demonstrate their skills and abilities much needed for employment (such as teamwork, leadership, communication and entrepreneurial skills, among others). By acknowledging results of the project Fake It Till You Make It, Master the Act also acknowledges the emerging need for trainers and adopters of the improved methodology, so as to increase the amount of jobseekers supported in their empowerment process. After the end of the project, partners will test the deployment of a monitoring and tracking system, comparable to a self-assessment tool, suitable for capturing progression in employability skills of both a) trainers/adopters of the novel methodology, among job facilitators, Public Employment Services’ staff and theatre professionals, and b) jobseekers, among young and adult people trained and empowered by the former categories, so as to test effectiveness and consistency of the method on target groups and beneficiaries. The ultimate goal is keeping on feeding contacts within the community created by the means of the project.Master the Act builds on a partnership that purposefully includes VET providers, Public Employment Services and players from theatre and CCIs, so as to enhance opportunities for wider acceptance and mainstreaming of the practice proposed, while improving responsiveness of VET to the labour market.