Project objectives were oriented towards increasing transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility through the developments in EQF level 5 at sectoral level. In Europe EQF level 5 qualifications offer various access and progression routes – depending on the type and purpose of a qualification. Some qualifications are more related to employment and carrier development, others to higher education. It was very important to find the right starting point and to create the preconditions for the transparent, internationally recognized and easy comparable qualifications at this level. Level 5 qualifications can provide access to and advancement in the labour market, these qualifications can also serve a double function being entry qualifications for both the labour market and higher education (with the possibility for credit transfer). EQF level 5 qualifications could be designed to up-skill individuals already in employment and provide them with advanced technical and/or management skills.In the 2 years of its working time the project managed to complete all the tasks and products the partner consortium agreed on in the early stage of application and submission. The original aim of the project was to create sectoral qualification descriptors as a preconditions for internationally comparable and transparent qualifications. Partnership of seven institutions took the following steps to achieve this aim and implemente such activities: - prepared a comparative study on qualification descriptors used in EU countries at EQF level 5 with regard to the best practice and recent reforms concerning EQF level 5 in partner countries;- conducted stakeholder need analyses based on round table discussions with main interest groups (employers, VET training and Higher education providers learners and broader public) and organised discussions about possible benefits from EQF 5 for learners and employees;- prepared internationally comparable qualification descriptors (profiles of skills and competences, with regard to professional practice and range of occupations accessible) in EQF level 5 in the selected sectors (foreseen sectors: healthcare, services, metal industry);- tested prepared qualification descriptors while creating training/study program for EQF level 5. Internationally comparable qualification descriptors could be used as a platform for developing new qualifications, allowing learners to move more easily between different types of education (such as higher education and vocational) and between different levels (such as VET and higher education) at home institutions as well as internationally. The overall benefit from this Erasmus+ K2 action project is better understanding and application (nationally and internationally) of EQF level 5 qualifications, allowing learners to move more easily between different types of education (such as higher education and vocational) and between different levels (such as VET and higher education) at home institutions as well as internationally.

“Integration through work” is one of the cornerstones of success in order to ensure a smooth integration of migrants / refugees in general into their new living environment abroad. But integration through work does not typically end with signing the employment contract. Workplace integration is an interactive process that requires efforts from all parties involved: the migrant worker, the employer and its personnel and, in some areas of work, even the employers’ customers or clients. Aside from very practical and legal aspects, intercultural and social processes are key in order to pave the way for a smooth workplace integration especially to cope with the effects of the refugee crisis Europe is currently faced with. In order to facilitate the successful integration of migrants at the workplace the MaWIC project explored and shaped the role of the so-called “Migration and Workplace Integration Coach” (MaWI-Coach) and developed a learning outcome profile and corresponding tailored training programme for this role. MaWI-Coaches act as support persons providing the necessary guidance and coaching of employers and migrant workers (as well as the staff of the organisation in question) in the workplace integration process. The target group to be trained as MaWI-Coaches includes in-company trainers and trainers of adult institutions, further vocational institutions, HR managers as well as (senior) personnel in companies responsible for workplace integration of new personnel. Beyond the development of the learning outcome profile and training course for MaWI-Coaches, the project also developed two workplace integration concepts and corresponding toolboxes, one addressing the employers' side and one addressing the migrants' side of the integration process through the MaWI-Coaches. Both concepts and toolboxes include adequate information, tools and instruments and are intended to support Migration and Workplace Integration professionals and those fulfilling such roles in their everyday work with migrants and their employers. The MaWIC project thus combines approaches of training with intercultural coaching including diversity competence, leading to individual coaching and enhanced learning possibilities for migrants, employers and employees. All MaWIC outputs are offered as Open Education Resources in order to make them available for utilisation and exploitation as well as further development of workplace integration tools among integration professionals. The above-listed outputs are complemented by recommendations listing criteria for a successful and sustainable integration of migrants at the workplace including aspects of various subordinated topics which are related to migration and integration. The MaWIC approach represents a comprehensive basis for the professionalisation of integration concepts for migrants at the workplace at micro, meso and macro level. It is indispensable in the light of the integration of refugees as well as the overall increasing need to integrate other types of migrant workers at workplaces in the European Union Member States. MaWIC thus made a contribution to jointly tackle the challenges and effects of the refugee crisis at European level.

Based on a successful methodology to support labour integration of low-skilled mature workers implemented in Spain, which has adressed 900 people in the last two years with a insertion rate of 41%, we aim take this experience at European level enriching and expanding it with the experience of Germany, Sweden and Lithuania. Taking as starting points the materials and methodology used in the Labora45 + program and its associated partners and the extensive experience of all EU partners we adapted these materials at European level. The materials to support labor integration are oriented to adults over 45 years and structured to be used by training and / or career guidance professionals. We also developed 4 functional APP's (1 for each participating country) to support quick access to specific information of interest validated by both jobseekers aged over 45 years and professionals dedicated to them. The materials will were developed to be used on internet and mobile platforms. Their content is aimed at developing 3 key competencies determined by the adult education policy in the EU: Digital Skills, Learning to learn, and sense of initiative and entrepreneurship. Making use of a work plan we developed the materials and the mobile application with inputs from all partners, proceeding to the adaptation of the content in digital format and testing with 32 professionals and 64 people aged 45+ who are participating in training programs and / or career guidance pathways.The products are available for free to be use by both entities to users over 45 years. The MATURE platform, the tutorials and the APPS were very well received by the educational and labor community. Since its publication and until September 2018, they received around 30,000 visits. The APPS had about 17,000 searches in online stores.

Qualified workforce is one of the key elements currently for the industry to ensure sustainable competition both in global and local scale. The emphasize and importance placed by the providers of vocational training and education, the policy makers and private sector enterprises on the vocational education and training and cooperations established in this regard are decisive to a greater extent for ensuring qualified workforce. SMART COMET Project, accomplished accordingly and supported by Turkish National Agency within the scope of European Union Erasmus + Program, aims to reinforce the cooperation between the vocational high schools and enterprises through the life-long learning perspective and therefore contributes to the sustainable development of qualified workforce. Providing the vocational training and education system with the capability to respond to the requirements of sector-specific employment market on a high-level and contributing to enterprises on an ever-increasing competition environment within the sector is among the main objectives of the project. In addition to this, enterprises provide support and assistance to vocational education and training through various activities and opportunity to reinforce and consolidate the theoretical knowledge with practical practices and applications is offered to the students. The main objective of the project is to reinforce and consolidate the reciprocative benefits, namely win-win practice between the schools and enterprises. The Project is realized by means of a partnership established between the providers of vocational training and education of Turkey, Germany and Spain and the national and international enterprises towards enhancing the international cooperations. The Project is realized under the partnership of Ministry of National Education Directorate General for Vocational and Technical Education (Turkey), MESS Training Foundation (Turkey), DEKRA Akademie (Germany), FLM Fundacion Laboral del Metal (Spain) and the strategic partnership with the Turkish Employers Association of Metal Industries. SMART COMET is consisting of two main components; first one is the competence management model and the competence development platform (IT Tool: http://www.cometittool.com) as the output of this component and the second one is to develop the school-enterprise cooperation and proposal of the school-enterprise cooperation model. Within the process of establishment of the project outputs of these two components, five study visits were performed covering three countries for the purpose of making observations and exchanging views and opinions. The report was further revised and finalized by the evaluations of the Ministry of National Education, observations of the project partners, current European Union regulations and practices, endeavors of technical specialists and substantial contributions of the human resources specialists. As a result of this, an innovative competence management model supporting the sustainable vocational development and addressing to the entire sector and the industries of 3 participant countries is established and a competence development platform (IT Tool: http://www.cometittool.com) is accomplished to support this model. The overall results reached through this project are:•A pilot basis for school and enterprise cooperation system for the metal sector companies using a competence management (COMET) approach is developed and piloted,•A model is created for metal enterprises to better manage their workforce through learning outcome-based competence management,•Enterprise and school capacity to analyze, understand, express, address and manage human resource challenges including, but not limited to the ability to better manage and anticipate skill needs over a strategic horizon is improved though the model,•Upgrading skills and qualification of all employees in metal sector in partnership with schools is facilitated,•Schools’ participation in the cooperation model to better adapt themselves to evolving labor market needs by working closer to metal enterprises is piloted.The involvement and evaluations of Turkish Ministry of National Education in project was advantageous for the success of dissemination and exploitation of project results. This created an impact for the VET teachers and school administrators in the way of generating close ties with the private sector. The second output of the project, competence management IT tool has started to be operating in order for the sector to evaluate the development of the employees.

Young people today lead varied and active digital lives, using the internet -and especially social media- to explore, connect, create and learn in ways never before imagined. However, social media is a double-edged sword and our young people are increasingly exposed to online behaviours that erode their confidence, interpersonal relations: online peer pressure and abuse, the search for aesthetic perfection, the over-sharing of personal information, the “echo chamber” effect and risks of radicalization all pose serious risks to the development of positive, confident, active young citizens. In addition, research shows that the complex social situations presented by social media require young people to have not only basic technical competences but also more highly developed critical thinking skills, as found in a media literacy approach. For these reasons, the aim of the Healthy Social Media project is clear: improve the ability of young people to critically assess and engage with digital and social media they are consuming and creating to become responsible, confident, digital citizens. In order to achieve this, we believe that suppliers of nonformal education to the youth sector have a key role to play. However, today’s adult youth leaders and trainers are at a disadvantage having grown up in a pre-digital world. Healthy Social Media projects has successfully completed as of 30.04.19. During the project timeframe all required targets have been completed as follows:IO1 Needs Analysis Study This Intellectual Output is complete, available on Dropbox and project website. All translations for IO1 have been completed and are all live online - http://www.healthysocialmedia.eu/social-media-study/IO2 HOME Open Educational Resources. All partners have agreed that Intellectual Output 2 is complete, fit for the purpose and no adjustments are required. Final Open Educational Resources in all partner languages are now available on Dropbox, Nearpod and project website. All translations for IO2 have been completed and are all live online - http://www.healthysocialmedia.eu/social-media-study/IO3 Phone APP All partners have agreed that the Intellectual Output 3 is complete, fit for the purpose and no adjustments are required. All translations for IO3 have been completed. According to partners‘ comments the quality of HOME App is very good and should be fit for the purpose, additionally MMS has created excellent resource.Project Management managed by NLDCHP via its participation in all project meetings and its robust financial management expertise.Quality Management & Evaluation managed by Drustvo SPES quarterly reports for the 8 quarters were produced on basis of survey monkey results- results show consistently that all partners(8) are fully familiar with their roles and responsibilities. Project communication has been handled efficiently and effectively in disseminating information and directives. Partners (8) have been able to complete all planned activities in accordance with the timetable. “This has been a fantastic opportunity for us to be involved in some international work that is both rewarding and provides tangible outputs-learning resources and phone app to share with young people and educators alike - this is a luxury not often enjoyed by the CVS sector.“Dissemination & Sustainability activities managed by EfVET through a partner dissemination template top capture all dissemination activites. 4 Ezines produced during project timeframe and the production of 2 project videos, one for multiplier events and one for continued promotion of HSM objectives. To check unique visitors to websitesDownloads of app from itunes/playstore/project websiteContact form enquiries5 Mulitplier events have taken place as per project targets- in total 217 stakeholders from key youth organisations, VET, NGO's and public bodies in social development policy & practice- exceeding our target by 11%. 82% of respondents to muliplier evaluation were satisfied with events. Over 50% of respondents felt their expectations had been exceeded. Over 65 % of respondents stated that they were informed and learned about the goals of the project HOME at the conferences that were held. 52 out of a total 62 respondents stated that they will continue to use the resources and tools in the future. In the light of the foregoing, it can be concluded that multiplier events have been carried out with a very high level, being especially significant the impact they have had.As will be clear from the above the impact of this project has been seismic both in the partners regions but cumulatively as a whole. The project was timely and relevant at a time when even expert opinions are often contradictory, providing some much needed tools that can guide educators and young people alike through the social media maze.