"Project partners developed, tested, adapted and implemented innovative practices relating to work based learning as one of new VET teaching and training materials and methods. It was a very important work because nowadays, more than ever, schools/entities need to prepare students/learners to find a job in local or international labor market and to be flexible, autonomous and creative. PROJECT OBJECTIVES/ISSUES: To strengthen the quality, supply and attractiveness of Work based learning and apprenticeships;To prepare students, teachers and enterprises staff for international Work based learning;To encourage more enterprises in more countries to train, i.e. foreign students.TARGET GROUPS:VET students, VET teachers, staff and workers of the local enterprises, VET schools and training institutions, public authorities, other stakeholders.All local and international activities have been directed towards the development and testing of our intellectual output- the E-Guide ""Work based learning- your opportunity"" consisting from 2 chapters: 1) useful information, i.e. training materials for VET teachers and enterprises staff - best practice samples, problems and challenges to start/develop WBL, to motivate VET and enterprises staff to be involved into WBL, how to prepare people (VET students, unemployed) for the apprenticeship locally and abroad etc. There will be included materials of the Short term teachers' trainings.2) useful information for VET students, unemployed persons - “How to become a successful apprentice in my and other countries” (How to prepare a CV, professional portfolio, where to find the necessary information concerning WBL opportunities in different countries, how to train social, inter cultural and team working skills for local and international Work based learning).LOCAL ACTIVITIES: Meetings, discussion with local enterprises; Education workshops “How to become a successful apprentice in my and other countries” - for VET students; Training sessions for VET teachers and enterprises staff; Creating of a common platform/database, with the enterprises in all countries, as a way of promoting future contacts and searching for an apprentice place/job in an European level; Creation and distribution of the project dissemination materials, organizing Info sessions, evaluation/dissemination activities.International LEARNING/TRAINING ACTIVITIES:4 Blended mobilities of VET learners (36 participants)- Work based learning simulation in 24 enterprises of 4 countries.The virtual cooperation has been started before and continued also after the end of physical mobility.2 Short term joint staff training events (32 participants) - International training sessions for teachers.METHODS: Analyze of existing gaps and needs, providing a realistic apprenticeship/WBL simulation in the partner countries in an efficient cooperation with the relevant local SMEs, exchange of best practice experience, testing of the most successful models in partner countries, study of real life cases in partners’ countries enterprises of different branches; development and implementation of project-based transnational collaboration between enterprises and students/staff at VET institutions; professional guidance and counseling and coaching methods and tools; strategic cooperation between VET providers and local/regional business communities.PROJECT IMPACT: All participants gained new experience of WBL locally and internationally, an increased sense of initiative and partnership, increased motivation and satisfaction in their daily learning/work and future career building.It was an essential contribution through the project approach to promote and build and further develop an WBL- culture on local, regional, national and European level. Our VET systems are better aligned to the needs of and opportunities offered by labour market, and VET teachers and SMEs workers are better prepared to Work based learning implementation/development.LONG TERM BENEFITS: Availability and using of the project intellectual output (E-Guide “Work based learning- your opportunity”) during further WBL- supporting/training activities in all partner countries, also beyond the end of the funding period.All partners and local communities are now and will be furter better informed about the situation of Work based learning, labour market in partners’ countries, about differences and similarities in these countries, about professional development opportunities for young people/unemployers and other social groups potentially interested to be (re)integrated into WBL- based Vocational education/training, and after – into labour market.The new approach has been and will be further disseminated on a wide range: local, regional and on European level."

BACKGROUND• Europe 2020 strategy and ET2020 Strategy• Multilingualism• Opening Up Education• The Oslo Agenda for Entrepreneurship Education, but first of all:• Entrepreneurship 2020 Action Plan, a decisive impulse to unleash Europe's entrepreneurial potential, to remove existing obstacles and to revolutionise the culture of entrepreneurship in Europe.OBJECTIVES AND PRIORITIES OF THE ACTION We started from these aims:• The improvement of basic skills• The early school leaving fight• The improvement of teaching qualityWe believe entrepreneurship is not a way to find (or create) a job and make money, but an attitude to face and solve problems in a new, creative and effective way.IDENTIFIED NEEDS• The economic crisis• Young people’s unemployment and insecurity feeling• The need for new learning and teaching methodologiesCLEAR OBJECTIVESOur objectives regard:• entrepreneurship raising awareness• developing new entrepreneurial skills• making young people be more active • sharing best practices and useful methods to find innovative ideas• opening schools to an international dimension• creating stable relationships among the schools • introducing more realia into the curriculum• introducing important case studies• integrating best practices • experimenting methodologies• improving the use of technologies, particularly with mobile devices• creating opportunities for non-formal experiences like European Voluntary ServiceADDED VALUE OF THE TRANSNATIONAL DIMENSIONWe have partners with great experience in all the relevant fields of the project and we have different types of schools (Lyceums, technical and vocational schools), public and private, in great cities and small villages, in historical places with a huge cultural background and new towns, in countries that were founders of the EU, recently added or possible members, with teachers with a long experience in International projects and two newcomers. This fabulous mix makes the project richer than a simple partnership of schools in the same country.The tasks have been equally distributed, using two criteria: a commensurate level for each one to participate in the project and an individual level, based on specific competences - someone will do something more than others and someone less but everyone will give their own personal contribution to the whole project; for example we assigned the output considering each partner’s specialty. PLANNING OF THE PROJECTAs shown in the Gantt timetable there is a natural rhythm in the project, following the natural rhythm of the school (and of the seasons…). We have one international meeting just for teachers at the beginning and one at the end, approximately every 3 months a learning activity takes place which focuses on an intellectual output and an event. Dissemination is an action which runs along all the projectQUALITY OF THE ACTIVITIESEvery activity is strictly connected to the project. We have five focus ideas (non-formal learning, critical thinking, multilingualism, use of ICT, entrepreneurship) and a corresponding activity, output, event and dissemination.METHODOLOGYIn our previous International projects we saw that the collaborative process among the teachers (10/country), the blended mobility for the students, specific topics to discuss during the meetings, a great media coverage, an intensive use of web 2.0 tools, the life with the family during the students’ exchanges, an adequate timetable, some rules about the outputs, a mixed experience with visits to cultural sites and internships in private companies, all this creates enthusiasm in both teachers and students, it gives motivation and produces realistic results.EVALUATIONOur job is teaching, not travelling or cooking. We need the evaluation of our and students’ work. That’s why we have prepared many forms of evaluation (formal and not-formal, formative and summative), both for the process and the results. We need to evaluate the students’ work but we also want to give all the possibilities to evaluate our work and the results of the project.THE ROLE OF THE STUDENTS' ACTIVITIES (25/country)In this project the learning activities planned for students are the overriding priority not just an added value. We want to give our students many chances to meet innovative entrepreneurs, to see innovative schools, to have true experiences of new ways of learning, speaking English for a real interest. And this is impossible without a blended mobility.IMPACT AND DISSEMINATIONWe are convinced that we can change something in our schools, in our communities and give our students more chances. These results can be transferred to others schools in Europe. Many of them will have a life that is longer than the duration of the project.So the dissemination plan is a relevant aspect of the project.

"The iRemember project shared, adapted and experimented at the European level the ""Laboratory of memory"", a laboratory model of intergenerational activities(involving teachers/tutors, students and seniors), updating the skills of teachers/trainers and improving non formal learning of history in schools. Each ""Laboratory of memory"" focused on the theme of ""conflict"" (eg .Transition between communism and market economy in Romania, ""The Troubles"" in Northern Ireland, etc..)and the results obtained from the intergenerational laboratories have been virtualized through “The Land” platform.The project realized the following Outputs:- A Methodology for managing intergenerational learning laboratories;- A training course for teachers/tutors;- An online training course for students;- A virtualization process of the laboratories.Objectives of the project “iRemember” were:- Provide teachers and trainers a major competencies/skills upgrading through a sustainable and interactive tool for non-formal teaching/learning of contemporary history- Support the interaction between generations involving senior citizens and youngsters as main actors addressing emerging issues with historical roots but with concrete impacts on present times- Support the social inclusion of older citizens involving them in laboratories, storytelling experiences with youngsters allowing them to share their personal memories and stories, contributing to the creation of a “common memory”- Support the inclusion of young people in democratic life through active citizenship approach - Foster the use of ICT and web 2.0 tools to create a shared and participatory “common memory” about specific topics - Define an effective tool to be used in conflict resolution policies and activities.The partnership involved in the project is composed by 7 organizations:Cesfor(IT):non profit organization working in the fields of Education,Training, Guidance, Counselling and Mobility for young people and adult citizens and job agency.The Spanish Confederation of Education and Training Centers(CECE) is a non-profit employers´ and professional organization representing institutions from school to university level.Università degli Studi di Roma La Sapienza(IT):the largest University in ItalyNorth West Play Resource Centre(UK):Theatre and Art Center working in Education and Training.The Centro de Estudos e Formação Aquiles Estaço(PT):private school in the vocational education system delivering courses in the audiovisual, tourism and agricultural sector.Associatia EURO Adult Education(RO) NGO aiming at promoting and supporting continuous learning of adults.Adult Education and Lifelong Learning Association(AR) non-profit association involved in issues concerning adult education and lifelong learning. The activities required a close collaborations between the Partners and the main target groups:teachers, students and senior citizens. After the elaboration of the “Methodology iRemember”, a Laboratory of Memory has been realized in each Country through some preliminary activities (context analysis, focus groups, adaptation to local context, definition of training features) as well as the preparation of the students through the “Online training for students”. After having collected the personal data in the Laboratories, the youngsters proceeded with the guided upload on “The Land” platform through a process of virtualization and meta-dating.The final results are:•A methodology composed by:- A methodology for trainers(tutors)for the design and management of activities (laboratories) involving older citizens and young people.- A set of storytelling and storyboarding techniques - The description of how to upload the online platform “The Land” for the virtualization and online sharing of common memories related to places and events.•An open online training for students freely available on online platforms,•An IT educational tool for geo-localizing and collect stories creating a common memory through an online social community.-The free availability of the products, the innovative structure of the outputs, the social dimension of the platform as well as the dissemination activities allow a wide impact on schools and organizations active in education at local, national and European level. The project and the Partners have reached the impact foreseen on target groups, on stakeholders and generally on organizations interested on contents and activities developed by the project. All the dissemination tools foreseen have been used to achieve the impact (newsletter, stakeholder’s list, brochures, flyers distributed during events).The long-term benefits of the project are guaranteed by the creation of effective and sustainable tools (OER) for the non-formal teaching of history, the social inclusion of the elderly and the sharing of experiences and points of view between the elderly and young people through the preservation of memories."