MOB4APP project aims at enhancing the professional development of VET professionals in order to improve, manage and support cross-country mobility for apprentices in Europe. The project will provide VET professional, companies and VET learners with specific knowledge, skills and competences necessary to promote, guide, assist, facilitate and assess effective mobility experiences abroad for apprentices. The trained VET Professionals will be able to design, develop and deliver quality transnational work based learning arrangements, recognising and overcoming some of the most common problems associated with practical implementation of long-term mobility for apprentices in Europe.The MOB4APP project aims at strengthening the role of VET professionals as link between apprentices and companies by developing a training path for VET professionals and supporting materials for companies and apprentices.The project will address VET teachers and trainers as primary target group while VET students, trainees and companies as final beneficiaries. Most official EC documents and recommendations confirm the existence of a mismatch between the benefits of long-term mobility for apprentices and the quality of the professional competences needed to implement this practice in an effective way (EC, Mobility of Apprentices in Europe, Report, 2019).In this regard, the project will produce the following tangible results: - IO1 MOB4APP Training Programme for VET professionals- IO2 MOB4APP Toolkit for companies and apprentices- IO3 MOB4APP MOOCThe partnership includes seven partners (Co.Meta, CISL Marche, Berlink, Pro Work, the Belgian-Italian Chamber of Commerce, The Pedagogical University of Krakow and the Spain Chamber of Commerce) from 6 different countries (Italy, Germany, Netherlands, Poland, Belgium and Spain).The MOB4APP project is seeking to generate particular impact for VET Professionals (primary target group), VET students/trainees and companies (final beneficiaries) through the creation of original materials, activities and training modules to support, manage and implement long-term mobility for apprentices in Europe.The project activities aim at providing VET professionals with specific knowledge, skills and competences necessary to promote, facilitate and assess effective cross-country mobility for apprentices. The key strategy to impact on end users is to combine the training of trainers, with activities to raise the consciousness of companies, trainees and Policy Makers on the potential of mobility experiences abroad for apprentices in terms of acquisition of competences, employability, competitiveness and innovation.The second strategy is focused on the provision of innovative pedagogic approaches, tools and materials, producing resources, which can be very easily incorporated within existing training practices.

"The European Union has set important growth targets for the 2014-2020 programming period. Among these, those most relevant to our project are those related to raising the employment rate in a Europe marked by the severe economic situation in which it fell at the end of the first 10 years of the new millennium. In this regard, the Commission presented ""the agenda for new skills and jobs"", where the aim is to lay the foundations for modernizing labour markets and increase employment levels.Our project intends to make new teaching models structural and permanent (based on digital platforms with multi-linear teaching paths, ranging from e-learning to serious gaming, able to customize the teaching procedures and offer tools for informal learning from the perfect scalability) and new training profiles (such as the media educator, indispensable for the creation of an educational system in line with the needs and opportunities offered by the labour market) to integrate, and not make disappear, the skills of classical knowledge and our cultural heritage with the productive, artistic and media forms of contemporary life.Today educational institutions, training institutes and companies are facing the complex and radical transformations caused by the increase and impact of digital media. Leading them in the transition to the digital age and towards innovative approaches is essential to keep Europe competitive on the international scene. Through a trans-sectorial approach, which promotes cooperation between organizations in various sectors, the project intends to invest in the development of skills, both to increase the employment potential and the career prospects of students and to improve and strengthen the quality of the teaching and learning.Expected results:- Promote the recognition of the professional qualification of the ""Media Educator"" and its introduction in the NCO - National Occupational Classifications - of the 7 partner countries;- Introduce, in the National Repertoires for the certification of the competencies of the partner countries involved, a specific title of education and training, also through a shared system of recognition of educational credits in a European key;- TESEO Toolkit (O2). The output of the project consists in building a web app that aims to provide interactive, modular, integrated, connected, social, open content, as well as educational paths: the goal is to allow teachers and students of universities and high schools, educators and youth workers, to interact dynamically with advanced teaching resources structured according to an integrated communication system, in order to obtain measurable learning and self-learning results in the field of media education.- Collaborate in the implementation of European skills recognition initiatives - European Qualifications Framework (EQF) - and in the implementation of instruments for entry into the labour market - ESCO - European Skills, Competencies, Qualifications and Occupations / EURES - European Employment Services.- Create 7 cross-sectoral learning communities (also through the realization of Learning / Teaching / Training Activities), which bring together their research and work experiences and practices to build a new model of knowledge training and dissemination;- Implement 4 multiplier events for the dissemination of the activities carried out and the public presentation of the TESEO toolkit.- Implement an inter-university Master's Degree (O1) which is a replicable teaching model in all European Union countries, to support educational and training institutions in the transition to the digital age.Main participating groups:1) Academic world: groups of researchers and students belonging to partner and associated universities;2) Educators of the tertiary and secondary education system;3) Entrepreneurs, trainers, administrators and managers: the project aims to support the modernization of the labour market, through the validation of new transversal skills that are indispensable in many professional segments;At the transnational level the partners will meet as follows:• October 2019 - Salerno, Italy - Kick-Off Meeting.• January 2020 - Barcelona, Spain. STEERING GROUP MEETING.• February 2020. Montpellier, France. STEERING GROUP MEETING.• May 2020: Lisbon, Portugal. STEERING GROUP MEETING.• June 2020. Nicosia, Cyprus. STEERING GROUP MEETING + LEARNING ACTIVITY + MULTIPLIER EVENT.• October 2020 - Brussels, Belgium. STEERING GROUP MEETING + LEARNING ACTIVITY + MULTIPLIER EVENT.• March 2021 - Munich, Germany. STEERING GROUP MEETING + LEARNING ACTIVITY + MULTIPLIER EVENT.• June 2021. Salerno, Italy. STEERING GROUP MEETING + MULTIPLIER EVENT"

<< Background >>According to the Council Recommendation on a European Framework for Quality and Effective Apprenticeships (2018/C 153/01) one of the criteria for working and learning conditions is that of Pedagogical support i.e. “In-company trainers should be designated and tasked to cooperate closely with vocational education and training institutions and teachers to provide guidance to apprentices and to ensure mutual and regular feedback. Teachers, trainers and mentors, especially in micro, small and medium-sized companies, should be supported to update their skills, knowledge and competences in order to train apprentices according to the latest teaching and training methods and labour market needs”. The primary goal of the i-Coach partnership is to create a new occupational profile i.e. the i-Coach Expert: a role which has been either missing or neglected by businesses, educational institutions and national policy makers.Companies often lack the experience of running an internship program, as there is a lack of definitive reference as to who should take the responsibility for creating such a program, what competences they should have or what is the proper understanding of the mentor of his/her role. Equally important is the question of return of investment i.e. how can they enable their companies to benefit from WBL and individual apprentices or successfully integrate the latter in their working environment. While larger companies can afford to invest in training for their staff to bring up quality internships, smaller businesses can’t as they would rather invest in more urgent needs. Thus, the long-term effect of having a dedicated internship program, headed by a dedicated staff, is not being harvested in full capacity.The problems addressed by the project are common to all countries, and that is why their social and cultural background, as well as experience in the field, will create conditions for enhancing and adapting the processes of quality WBL. The i-Coach project aims to tackle the above mentioned issues through the transference of innovative knowledge, tools and practices based on WBL knowledge, collaboration between the relevant stakeholders and exploitation of ICT Tools in these fields. The project aims to introduce the role of the i-Coach Expert, by developing an innovative toolbox, which will equip potential end users with the necessary knowledge required to create & manage an internship program or support employees in their transition to a new role within their organization. The application of ECVET principles into the development of the profile and by developing LOs at EQF Level 4 will allow the project to outreach the TGs.<< Objectives >>OBJECTIVES1) Create a new occupational profile i.e. the i-Coach Expert to support businesses in providing quality internship opportunities2) Provide an innovative approach to upgrading the TGs’ mindset and skills about internship/apprenticeship implementation managementPromote WBL by ensuring pedagogical support for working and learning conditionsSPECIFIC OBJECTIVES1) Equip potential end users with the necessary knowledge, skills and competences of those who are looking to create/manage an internship program2) Increase awareness of the use and the benefits of WBL3) Design a dedicated training methodology and training course to facilitate the uptake of the i-Coach Expert occupational profile;The project also aims to:1. Promote WBL by involving all relevant stakeholders (PR1, PR3) 2. Develop products that are tailored to the identified TG needs (PR1) 3. Make the products of the project sustainable and usable for a large number of stakeholders (PR2, PR3)<< Implementation >>PR1: Design of the i-Coach Expert Skill Set ProfileProject Result 1 (PR1) represents the foundation on which the other 2 PRs will be laid upon - via a mapping process, the partnership will investigate and explore all relevant factors which will lead to the successful creation of the i-Coach Expert’s Profile i.e. what characteristics, knowledge, skills and competences should the i-Coach Expert possess.PR1/A1: Needs Analysis FrameworkThis first activity of the project aims to determine the skills and competences necessary to create the i-Coach Expert’s profile and help define the training contents, the methodology, the way of delivery and the evaluation methods.PR1/A1.1 WBL Knowledge Gap FrameworkThe partnership will investigate what are the obstacles related to national legislations which hinder (or accelerate) WBL practices. PR1/A1.2: i-Coach End Users Focus GroupsThe partnership will organise a series of Focus groups with the main objective to receive first hand feedback in terms of WBL needs, which cannot be received by other conventional researching methods and engage relevant stakeholders from the very beginning of the project.PR1/A2: Elaboration of National Reports Each partner will develop a national report depicting the current situation in terms of WBL.PR1/A3: Elaboration of the i-Coach skills set reportThis first milestone of the project, will contain all the necessary information regarding the set of skills, knowledge and competences required for the creation of the i-Coach Expert Profile.PR2: Development of the i-Coach Training ToolboxPR2 aims to elaborate the i-Coach Training Toolbox leading to the ECVET profile of the “i-Coach Expert”. PR2/A1: Development of the i-Coach Training MethodologyBased on PR1 results, partners will develop the i-Coach Training Methodology i.e. the backbone of the training content and will define the way it will be delivered to end users.PR2/A2: Development of the i-Coach Training CourseBased on the elaborated methodology, partners will work on the development of the specific training content.PR2/A3: Translation of the i-Coach Training ToolboxOnce the contents and materials have been developed and proof-read in the English version, they will be translated in all partner’s languages.PR2/A4: Development of a Training PlatformThe e-learning training platform will support the training, function as a knowledge dissemination platform and facilitate the active collaboration between learners and trainers.PR3: The i-Coach Collaboration ModelPR3 represents the final outcome of the project and its main goal is to (1) test the quality and functionality of the i-Coach training course; (2) test its impact on the end users; (3) and thus, provide insights for the i-Coach Collaboration Model. PR3/A1: Test of the i-Coach Training ToolboxEach partner will invite at least 15 representatives of the project TGs with a special focus on SMEs, giving a total of at least 105 participants.PR3/A2: Piloting phase assessment & Fine-tuningThis activity is dedicated to improve the training content and the functionality of the e-learning platform, based оn the collected feedback.PR3/A3: The i-Coach Collaboration Model ReportThe i-Coach Collaboration Model Report will serve to demonstrate how the strategic use of the i-Coach methodology and WBL approach has the potential to give competitive advantage to businesses.C1 Train the Trainer The event will give partners the opportunity to assess the project outputs through mutual learning and testing process.Multiplier events During the last 2 months of the project lifetime, the partnership, will run a series of multiplier events in the form of a conference. The main objective of the event is to generate awareness among TGs and relevant stakeholders about the project outcomes, the i-Coach Training Toolbox and the Collaboration Model Report and ensure and support the use of the project deliverables by a critical mass of adopters.<< Results >>In order to avoid repetition with other sections, here we would like to present only the key outputs and their respective performance indicators:PR1: Design of the i-Coach Expert Skill Set Profile- 28 case studies in the area of WBL and internship implementation (PR1/A1.1)- 6 national reports exploring the national legislation in the area of WBL & internship implementation (PR1/A1.1)- At least 7 focus groups engaging >70 relevant stakeholders on the issues addressed by the project (PR1/A1.2)- 7 focus groups reports (PR1/A1.2)- 1 i-Coach Skill Set report describing the skills, knowledge and competences necessary for the creation of the i-Coach Expert Profile (PR1/A3)- 6 translated Executive Summaries of the i-Coach Skill Set Report (PR1/A1)PR2: Development of the i-Coach Training Toolbox- 1 i-Coach training methodology (PR2/A1)- A set of training modules designed according to PR1 findings (PR2/A2)- 1 e-learning platform to facilitate the online training of the end users (PR2/A4)PR3: The i-Coach Collaboration Model- At least 105 individuals engaged in the Pilot test phase (PR3/A1)- 14 people interviewed with the aim to obtain more in-depth feedback related to the quality of the project results (PR3/A1)- 7 National reports related to the pilot training assessment (PR3/A2)- 1 i-Coach Collaboration Model Report (translated into all of the 6 partners’ languages) (PR3/A3)C1: Short-term joint staff training events- 1 Train the Trainers Workshop;- 14 staff members (2 from each partner) trained in each of the developed modules from PR2;Multiplier Events- 6 national multiplier events (BG, CY, SP, BE and RO);- A total of at least 200 participants in the national multiplier events;Dissemination- At least 70 persons attending the end user focus groups (PR1/A1.2)- At least 105 individuals and professionals attending the pilot training (PR3/A1)- At least 200 participants attending the final multiplier events- At least 5000 stakeholders reached at the end of the project through publications, newsletters, press releases, meetings and events, organized or attended by the partners;- At least 250 followers on the Facebook project page;- At least 5000 unique users accessing the project web page;- A set of dissemination materials ensuring visibility of the project e.g. 1 project brochure, 4 Newsletters, 1 project website, 1 Social media page, at least 2 press releases.More information is provided in the “Project Results” and “Impact” sections.

<< Objectives >>The project intends to provide students with entrepreneurial knowledge so that they can be prepared for a career in the world of entrepreneurship. This will help to combat the phenomenon of NEET (not in employment, education or training) by providing young people with new career opportunities and facilitating the entry of SEN students into the sector, who find it more difficult to see concrete opportunities for employability in the world of work.<< Implementation >>The MICR@S activities will:-Deliver a LEARNING MATERIAL with knowledge, skills and competencies of entrepreneurial education (WP2)-Create a COMMUNITY COOPERATIVE LEARNING GAME an online game space where students can create their own entrepreneurial models through group work with SEN students (WP3)Activities regarding the management, the communication, the exploitation and sustainability of the project will be foreseen to assure its smooth implementation.<< Results >>Project activities will achieve the following RESULTS:1. AN INNOVATIVE PEDAGOGICAL APPROACH to school education by combining inclusion with an entrepreneurial experience. 2. AN INCLUSIVE ENTREPRENEURIAL PROJECT to teach students not only about entrepreneurship but also about innovation and inclusion3. A PLATFORM ONLINE where students can confront themselves with other students and address other issues related to SOCIAL INCLUSION, SOLIDARITY and ENTREPRENEURSHIP

ESE project is an answer to the issue of economic crisis and health crisis in a changing world. Young people, women, senior are the first who suffer the scourge of unemployment in Europe. ESE, is an opportunity for them to learn from home to be strong enough to create a company, thanks to the e-learning platform that we created.Moreover, ESE allow to offer to the futures entrepreneurs an entrepreneurship guide in Europe in order to allow them to know modalities to create a company in different countries of Europe and all the practical information needed. A syllabus has been also created as well as evaluation tests to allow to learners to evaluate their skills and knowledge.The ESE website has been visited by 1214 people, especially from China. Moreover, our productions have been downloaded 108 times since they were uploaded. 158 people are registered on the platform to access freely to educational resources regarding entrepreneurship whose 135 learners.9 people went to Madrid for a training session organized by Tetuan Valley. Unfortunatly, the pandemic stopped the mobities. So we were not able to organize all the mobilities planned.Moreover, due to the covid 19 pandemic, we couldn't organize face to face conference of dissemination. So each partners has organized a digital conference of dissemination with more or less success. In the future, resources created could be useful for several generation of entrepreneurs. Moreover, the e-learning platform will be enriched by new educational resources years after years.