"PURPOSEVocational education and training systems in origin countries of refugees are often not comparable to those systems that are spread all over Europe. Thus a recognition of the profession refugees might have is often not possible. Additionally, this target group can often not provide any evidence supporting the existing professional skills and abilities. Therefore entering the labour market as well as an approach to vocational education and training systems in the hosting countries are very difficult for refugees. Finally this leads to the consequence that the integration process is nearly impossible.Therefore, the purpose of the project is to enable refugees improved basic approaches to enter the educational system in participating project countries. With regards to the Paris-declaration refugees should get the chance to work in their hosting countries faster and way more easily. OBJECTIVEThe project objective is to develop the following innovative intellectual outputs branded ""RefuTools"", which are to be regarded as a holistic approach of mutually complementaring outputs.O1) Integration.Guide: Web-based app for smartphones with information about the daily life in participating project countries for refugeesO2) Educational Theater: Workup of relevant behaviors for refugees in the project partner countries.O3) Board Game: Playful learning about soft skills, which are important for the social integration in the project partner countries.O4) Curriculum: Mediation of lower vocational skills and knowledge in the construction sector.PRIMARY TARGET GROUPThe intellectual outputs to develop are available for refugees who either arrived on their escape in one of the participating project partner's countries or for refugees who keep on travelling from partner countries to other target countries to seek asylum. SECONDARY TARGET GROUP The intellectual outputs are also available for workers in refugee relief. Cross-COUNTRY REFERENCEIn all partner countries there is an enoumerous need for action in supporting the refugee work. On the one hand there are countries in the mainstream of refugee movements such as Bulgaria, Slowenia and Austria, where refugees arrive and only stay for a couple of weeks intending to keep on travelling. On the other hand countries like Italia, Spain and Germany belong to those countries, where refugees finally seek for asylum when having passed their way through Southern or Eastern Europe. For this reason, the project partners have agreed on pooling their expertise to develop the four project results as mentioned above internationally. Different project teams (composed of minimum two partner countries) work on the cross-border design, development and on the set of the four ""RefuTools""; moreover, a project website, evaluation concept and newsletters are to be developed in common."

A high percentage of young people in Europe does not participate in any kind of vocational training. The young people concerned often share a history of school and work absences, have social problems or a criminal or drug-related past, and thus generally have little chance of finding a job. The objectives of the Europe 2020 programme include increasing the employment rate of the population aged 20-64 from 69% today to at least 75% and reducing the proportion of citizens below the national poverty line by 25%.The VETinCon project had three main objectives:One objective was to improve equal opportunities and to involve disadvantaged young people in vocational training and the labour market. The practical handbook developed in the VETinCon project deals precisely with this target group: examples of good practice for the integration of young people in vocational education and training in the construction sector from six partner countries are presented, their applicability in the respective national contexts examined and conceived in the form of concrete national realization plans, partly tested and finally disseminated. The best practices presented are adaptable and transferable to various European vocational training systems and to other educational institutions and sectors. Thus, the project results promote an entry into successful vocational education and training, from the local to the European level.In addition, the competence of educational staff and youth workers in vocational training institutions in the construction sector should be promoted. In the multiplier and other dissemination events, the educational staff and social pedagogues of the partners or associated institutions were given knowledge about the respective recipes for success and pitfalls of the best practices used in other countries, and those responsible for training in construction companies and associations were also informed. The third objective was to improve the quality/labour market relevance of vocational training both for the young people concerned and for companies in the construction industry. Best practices promoting strong networks between training institutions and construction companies, are now part of the handbook and can contribute to promoting the quality of execution in the construction sector.The project was implemented by seven different institutions from six partner countries. All partners are either vocational training providers or associations of national construction industries with experience and expertise in the field of vocational orientation and the integration of disadvantaged young people into vocational training in the construction industry. A moderated exchange of experience was implemented in transnational project meetings and work steps agreed for the individual work in the partner countries. 16 national multiplier events were held in each partner country. They served to disseminate the five Intellectual Outputs created in the project: Output 1: Systematic overview of best practices for integrating young people into vocational training in the construction industry.Output 2: Questionnaire to identify the most suitable best practices.Output 3: National realization plansOutput 4: Evaluation reportOutput 5: Practice handbookAll results are available in English, German, Czech, Slovak, Dutch, Italian and Swedish.The main project objective of improving equal opportunities and involving disadvantaged young people in vocational training and the labour market was decisively promoted by the project. More and more young people with fewer opportunities on the labour market were continuously integrated into vocational training or employment in the construction sector or into vocational training in general. Not least due to the best practices implemented by the project partners from other European countries, innovative measures could be taken to integrate disadvantaged young people into vocational training or employment in the construction sector at European level, which would not have been possible without the project. The most promising best practice examples will continue to be considered and developed in the partner institutions in the future. By directly addressing relevant decision-makers, the national or regional prerequisites for the implementation of these implementation plans can be improved and their implementation facilitated in the future. Communication with stakeholders in vocational education and training does not end at the end of the project, but will be supported in the long term by the experience gained in the project.The announcement of the project results to the social partners of relevant institutions and experts from other sectors will ensure the sustainable use of the project results in the construction sector and other sectors.

"Work process orientation is one of the key factors in construction VET, which among others decides upon the success of an individual in the labour market. The better entire (holistic) work processes are understood by skilled workers, the better worker and company fit together. The degree of work process orientation as a pedagogic-didactic method in the initial vocational education and training (VET) on secondary level varies in a massive way in Europe. The scope varies from systems which base on conveying quite a high part of ""only"" theoretic knowledge and not highlighting the practical aspects, to systems with a big part of conveying practical knowledge and skills (work contract with a company before entering and while staying in VET). But most systems are based on classical media: print and DVD. So far there has not been anything existing in form of APPs for this. The existing catalogue of single working tasks to be conducted in VET by apprentices and VET-trainers/teachers should be adapted to the state of the art for mobile devices - smartphones and tablets. The suitability of these tasks´ catalogue is easy to explain, because there is always a self-contained task dedicated to the apprentice, starting with a customer´s assignment. Then the apprentice has to realize the entire circle of a business/production process on site. A more intense awareness of these single steps helps apprentices at an early stage of their professional career to also cope with the necessities of the future oriented method of Building Information Modelling (BIM), in which all steps in the working process have to be documented etc. The APP-development has incorporated versions for apprentices and VET-trainers/teachers. The new form (APP) copes with the need for updating the form of media and thus the acceptance to work with the contents and methods. Eventually this opens new chances for young people to enter the labour market and lower youth unemployment rates. For workers independent of their origin (also refugees) there is an easy tool for devices they own in far majority (smartphones), to get familiar with the method and also with pilot contents. Objectives: IO 1 was not approved and thus not funded. In IO 2 the consortium developed 9 scripts in 7 languages- IO 2 / A 1+2+9 in English- IO 2 / A 3-8 in project partners´ languages plus EnglishAfter a considering and reflection phase for content selection which was based on questionnaires and interviews all partners started editing learning modules in form of scripts in English language along the professions masonry (IO 2 / A 3+4), tiling (IO 2 / A 5+6) and road working (IO 2 / A 7+8); always one for apprentices and one for VET-trainers. All scripts followed a six-step work process orientation and all were meant to include different media like pictures, videos etc. Scripts for IO 2 / A 1+2 are those explaining the meaning and method of work process orientation (WPO) for apprentices and VET-trainers and IO 2 / A 9 is meant to provide VET-trainers with hints how to exemplary apply WPO in their daily workshops. After an project internal clearing of contents, the modules were editied in ""exeLearning"" which is a free software tool to edit learning sections/modules. Once the edited modules had been finished they were tested in terms of structure, content and didactics (IO 3). The recommendations out of IO 3 were considered and where appropriate integrated in the modules. The media production (taking a huge number of pictures and making use of videos etc.) and integration was part of the programming (IO 4). This was done in close dialogue with the Open University / NL. The OU staff had built up an APP structure parallel to the IO 2 works. At this stage there is an ANDROID version for the APP only.Participating organizations are 6, from which 4 are VET-centres, 1 chamber with VET-school and 1 university with faculty for pedagogy, media-pedagogy and media-design.The main activities undertaken coincide with the meetings (6) on the one hand, during which recent and future steps in the product development were discussed and defined, and with a balanced scheduled work phase plan, that enabled all partners to more or less proceed with similar parts in the development of the IOs - main activities were 1) script production 2) internal testing 3) editing of modules 4) internal/external testing 5) re-editing and scripts´ translations 6) programming 7) integration into APP design 8) launching to the GooglePlayStore 9) Availability to publicThe results 1) scripts and modules (IO 2) in 7 languages, 2) internal/external testing (IO 3) and 3) APP programming and launching to GooglePlayStore (IO 4) have been attained. As impact all partners reached a new quality of knowledge in WPO and also in self-designed digital learning units. In Germany there is a dialogue with the ""Bundesinstitut für Berufsbildung"" how to innovate the old catalogue by Uhe/Meyser to the digital era. This exchange is ongoing."

Following the construction industry skills audit by the Chartered Institute of Building (CIOB) in 2011 one of conclusions that came out of the report was that soft skills such as leadership, team work and management skills are lacking within the industry. The EQAVET Working group on the quality assurance in adult learning also identified the importance of delivering soft skill as a vital quality dimension of VET programmes. The report also observed that teaching learning skills was more experience based and should be reinforced through a person’s lifetime.Project coordinator, Coventry University, has been using the experiential learning approach when teaching soft skills for their construction courses students in the university’s simulation centre. Students are put in groups and placed in the real-life construction site office set up. Scenarios are played out using actors and the whole process is monitored by tutoring staff. The semi-immersive process fully utilises an experiential process.The Soft Skills for Hard Hats (SSHH) project objective was to provide an online learning tool based on the real-life situations to complement and aid the teaching of soft skills in construction industry. The aim of the tool was to enhance VET training provisions in delivering key competences employers need as they progress in their career within the construction industry.The project partnership consisted of 7 partners from 6 European countries: United Kingdom: Coventry University (CU)(lead partner) – Higher education institutionGermany: Berufsförderungswerk der Bauindustrie NRW gGmbH (BFW-NRW) – VET providerItaly: Centro Edile Andrea Palladio (CEAP) -VET providerBildungszentren des Baugewerbes e. V. (BZB) -VET providerNetherlands: Open Universiteit Nederland (OUNL)- Higher Education institutionSpain: Fundación Laboral de la Construcción (FLC)- promoter of VETSlovenia: Gospodarska Zbornica Slovenije (GZS)- Chamber of Commerce and Industry of SloveniaProject partners brought a mixture of different experiences and competences necessary to deliver this project successfully in terms of construction knowledge, language and IT on-line learning skills .The soft skills targeted in this project were defined as a result of research at the application stage and were: teamwork, communication, leadership and problem-solving. The final output of the project is an open-access, online, interactive learning tool in five languages consisting of 5 scenarios for each defined soft skill. Every scenario was set up through 3 stages of progression dependant on learner’s multiple-choice decision at each stage. At the beginning of each scenario, and before using the tool the learner was presented with guidance notes related to the skill addressed in that scenario. At the end of the learner’s individual “journey” through the scenario written feedback was provided.The online tool is aimed at key target audiences: apprentices in vocational training, apprentices in the workplace looking at management promotion, teachers and trainers involved in VET as a teaching tool for soft skills.The significant impact of the project was already evident for the duration of the project through testing and dissemination activities that have provided high level of satisfaction by users. CU has also incorporated the tool as a part of the taught modules on undergraduate construction courses and its franchised courses worldwide. Other VET partners are intending to do so too. In addition, the impact of the project has been disseminated at academic conferences worldwide.The future potential of the project output is extensive, ranging from widening the scope of languages in which the tool is available through to additional scenarios based on the same methodology. It also has potential in the methodology and model being used for the development of the scenarios in different subject areas.

BACKGROUNDThe “Strategy for the sustainable competitiveness of the construction sector and its enterprises” (2012) highlighted that the emergence of new occupations on Energy Efficiency and Renewable Energies is provoking new labour hazards related to the appearance of new methods and technologies applied to buildings (AESST, 2013). Besides, the movement of low-skilled workers to other European regions to get a job as a result of the crisis, could bring out new labour hazards, difficult to deal with not only because of key factors such as language and cultural issues but also due to its novelty. Finally, the “European Foundation for the Improvement of Living and Working Conditions” reports that the “negative impact of work on employees’ health needs attention” (2012). On this basis, it seemed necessary to anticipate better the eventual apparition of new qualifications and training needs on Health & Safety (H&S), in order to set up an EU common training scheme that will provide workers with the necessary skills to work under safe conditions nationally or abroad.OBJECTIVES. The project has dealt with the following objectives:*To identify a European set of common basic skills on H&S, that will ensure a transparent recognition of these skills in participant countries.*To define a pedagogical methodology to provide workers with H&S skills by using ICT applied to realistic working scenarios.*To describe the contents to feed up the virtual application developed in terms of learning outcomes.*To develop a virtual application available for mobile devices that will support students’ learning on H&S.*To start up a process to facilitate the Standard recognition of the Learning Outcomes on H&S produced with the support of National Advisory Groups (core stakeholders)PARTICIPANTS Different profiles mainly linked to construction sector have been targeted: VET entities, local public bodies relevant for qualifications and VET, current students or apprentices, low-skilled workers, companies, trainers, teacher trainers, social agents and H&S entities. As for the partnership, 7 entities experts in VET and/or the application of ICT to training will participate:-Fundación Laboral de la Construcción (Leader, Spain)-Satakunnan Koulutuskuntayhtyma (Finland)-Open Universiteit Nederland (The Netherlands)-Westdeutscher Handwerkskammertag (Germany)-Warrington Collegiate (United Kingdom)-Centro Edile A. Palladio (Italy)METHODOLOGYThe project methodology is structured along the 24 months planned in different activities which include specific activities leaded by one project partner.The working methodology will combine qualitative (focus groups and semi-structured interview) and quantitative (questionnaires) techniques, in order to have first-hand information regarding H&S and ICT.ACTIVITIES Project will have 4 activities that aim to develop core Intellectual Outputs (IO):A1. PROJECT MANAGEMENT: MONITORING AND CONTROLLINGThis activity will be devoted to guarantee a proper implementation of project activities as well as a financial monitoring thereof, under ISO and EQAVET quality criteria.A2. PROJECT IMPLEMENTATION. ENDORSEMENT This activity will have a triple aim: to create the National Advisory Groups (NAG), to do a continuous and external evaluation and validation of results and to start up a standard process of recognition:IO7: Standard recognition of the Learning Outcomes. A3. PROJECT IMPLEMENTATION. FIELD WORKThis activity will cope with the development of the key contents of the project as well as its put into practice: IO1: List of common basic skills in Health and Safety IO2: Pedagogical methodology for the serious gameIO3: Learning outcomes descriptionIO4: Creation of mini games scenariosIO5: Software developmentIO6: Pilot experienceA4. PROJECT DISSEMINATION, VALORISATION AND SUSTAINABILITYThis activity will put into motion a concrete divulgation actions aimed at achieving the highest impact possible: multipliers events such as infodays, dissemination conference, international events as well as a complete set of activities to spread project results throughout social networks, press and targeted diffusion.RESULTS AND IMPACTThe project will have a short-term impact in:-Low-skilled workers: They will improve easily their skills on H&S issues by using the new APP. -Construction VET providers: They will have training contents modernized, more adapted to the H&S skills required by companies as well as youngsters’ taste.-Construction VET students and apprentices: new skills available adapted to the evolution of the labour market needs during their training or apprenticeship.As for long-term we can highlight, among others, the generalization of the ECVET approach to accredit skills acquired by non-formal and informal learning contexts.