<< Background >>During the last decade, the interest in quality assurance in education has been at the heart of the educational policy. The development of robust quality assurance systems is vital in order to develop high quality and inclusive education in the European education area. It has also been important to support promotion of shared values and the European dimension of teaching. Higher education focuses on knowledge, theory and thinking skills, while vocational education focuses on job-specific skills.Higher education plays a fundamental role in supporting social cohesion, economic growth and global competitiveness. Given the desire of the European societies to become increasingly knowledge-based, higher education is a crucial factor of socio-economic and cultural expansion. In parallel, a growing need for skills and competences, entails higher education to react in new ways. A key goal of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), (2015), Brussels, Belgium) is to contribute to the common understanding of quality assurance for learning and teaching across borders and among all stakeholders. High quality and innovative vocational education and training systems provide people with skills for labor, personal development and citizenship, which supports them to adapt to, and deliver on, the twin digital and green shifts, to handle emergency situations and economic shocks, while also supporting economic growth and social cohesion. Thus, providing them with skills assisting them contract or produce jobs according to the labor market demands.The European Quality Assurance Reference Framework for VET (EQAVET) (Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training OJ C 155, 8.7.2009, p. 1–10) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality. Its aim is to recognize qualifications and competences received by learners through different countries or learning environments, in a way to promote modernization, mutual trust and mobility in VET. In January 2019, the DG-EMPL published the Study on EU VET instruments (EQAVET and ECVET) to examine their influence and their relationship with other EU instruments, and consider if and how the instruments can build on what has been achieved so far and increase their future impact.Regarding the latter, the EU set out potential approaches of both EQAVET and ECVET to increase alignment with HE<< Objectives >>The overall aim of this project is to explore the applicability of elements included in the ESG in the EQAVET framework and vice versa. At the moment, there is no systematic exchange between the two systems, despite the fact that there are certain similarities between them. The QA-HEVET project builds upon the transnational approach through predecessor projects in the EQAVET field, such as EQAVET in Practice, QSE-VET, QC-VET implemented by members of the project team, which have been exploring, testing and implemented tools and guidelines in the EQAVET framework for improved VET practice. This experience is to be transferred in the HE field. The already developed tools are used as a basis to investigate how an alignment between the two frameworks could be implemented. The main target groups of QA-HEVET are, therefore:From VET perspective: VET providers, national associations of VET providers, national VET authorities, National Quality Assurance Reference Points (NRPs).From HE perspective: HEIs, national Associations of Institutions in Higher Education, national HEI authorities, agencies for Quality Assurance in Higher Education.The main objectives of the project are:1. Explore the two European frameworks, focusing in their implementation in national levels, with regard to quality assurance assessment in both vocational education and training and higher education.2. Examine the possible implementation of good practices of the ESG methodology in the EQAVET methodology and vice versa.3. Provide recommendations for potential alignment of the two frameworks.4. Provide combined tools to quality assurance practitioners of both systems for implementing the ESG and EQAVET frameworks.<< Implementation >>In order to accomplish the above objectives, the QA-HEVET project foresees the following implementation activities: The ESG and the EQAVET frameworks are analyzed both at a European and at a national level. Their characteristics are defined and their differences, similarities, strengths and weaknesses are analyzed. Focus groups are being realized to investigate the actual implementation of the quality assurance frameworks at institutional level. The activity concludes with a comparative study of the results identifying best practices. The following tasks are implemented during this activity:T1.1 Study of ESG and EQAVET framework at a European levelT1.2 Definition of the characteristics of the different national quality assurance schemes for both HEIs and VETsT1.3 Analysis of the differences, similarities, strengths and weaknesses of ESG and EQAVET framework and their implementation frameworks in the partner countriesT1.4 Focus groups realizationT1.5 National and European Report developmentT1.6 Comparative study finalizationBased on the previous activity’s results, a self-assessment tool for HEIs and VET Providers is created to assist them in investigating their quality assurance processes. Recommendations on aligning the ESG and EQAVET systems are elaborated and consultation meetings at a European level follow, in order to collect feedback on the recommendation study. The final version of the recommendation study is produced. The following tasks are implemented during this activity:T2.1 Creation of the self-assessment tool methodology and Quality Attention AreasT2.2 Field analysis of the quality assurance systems in practice in the project countries through visits to HEIs and VETsT2.3 Elaboration of the recommendation study T2.4 Consultation meetings with EQAVET and ESG experts at a European level T2.5 Final version of the recommendation studyThe Quick scan tool is updated based on the previous two activities. A variety of tools is incorporated in the tool to fit the needs of both VET providers and HEIs in assessing the quality standards in an effective and productive manner.The following tasks are implemented during this activity:T3.1 Mapping needs of Quick-scan tool & Quality Indicators T3.2 Incorporating HEI related information and tools T3.3 Development and implementation of necessary updates in the Quick scan tool T3.4 Testing the tool by sample of providers and HEIs in each partner country T3.5 Finalizing the Quick scan tool and making it available online Moreover, management, monitoring and dissemination activities are also performed. A1 Coordination activities such as signing of agreements, meetings, coordination emails, reporting; A2 Quality assurance activities such as development of quality assurance guide, project meetings evaluation and project key performance indicators monitoring.A3 Sharing and promotion activities such as composition of sharing and promotion activities strategy, development of project website, composition brochures, composition and dissemination of press releases, social media posts, newsletters, interim and final dissemination report, etc.Project coordination and management follows a holistic approach considering sustainability of project activities. The project is implemented aiming both to create value and impact, but in an ethical, fair and environmental considerate way. Ensuring that the project is sustainable is a team effort and rules for ensuring the project sustainability (such as preference for environmental friendly transport, favoring of electronic dissemination media, green procurement suggestions, data management compliance, etc.) are included in the project operational specifications.<< Results >>The work plan leads to the achievement of the following project results:PR-1 Comparative Analysis of HEI and VET quality assurance systems, which investigates similarities in the technical features of these two frameworks both in European and national level and identifies the best practices.PR-2 Recommendations for moving to an aligned quality assurance system and creation of a self-assessment tool methodology for quality assurance practitioners in both education fields.PR-3 Quick scan tool for VET Providers and HEIs to support them in enhancing their institution wide commitment, policy and action plan on continuous improvement.Besides the final results of the project, mentioned above, several other outcomes are going to derive from the project implementation. The partners will have the chance to widen their network through the dissemination and pilot activities of the project as well as its final conference. They will also have the chance to gain experience from the project implementation and use of tools. Furthermore, the project aims in facilitating key agencies’ work such as CEDEFOP as they will be able to draw on the practical experience of the project and be able to analyze what works, and what doesn’t work, in practiceA range of information sources will be available post-project, such as a dedicated project website for individuals, groups, and networks to review and obtain information.Moreover the project will raise awareness on the importance of QA in education and at the same time provide tools that any educator and/or institution may use for improving the QA of educational services. However what should be mentioned as one of the most important expected outcomes of the project, is that by the end it will have addressed a number of key issues on aligning EQAVET and ESG.

The ARIVE project addressed the todays need for increasing effectiveness and facilitating process of labour market integration of humanitarian migrants. This social group requires particular support at the beginning of integration to the society and labour market. They generally arrive with weak, if any attachment or link to the host country and have gained qualifications and work experience in very different labour market conditions. Generally, it takes long time (5-6 years) for integration of 50% of migrants in the area of EU countries. Long periods of inactivity also lead to demotivation and deskilling; deskilling in turns means that they could only accept low-skilled jobs, remaining trapped in a low socioeconomic cycle. Moreover, low-skilled refugees are even more negatively affected than other migrants are and they are left to find their own way in societies with high labour market threshold (European Council). The main activities within the project ARIVE are aimed to deal with all major causes that prevent refugees’ integration to boost levels of integration in communities. These issues include lack of recognition of knowledge, competence and skills, including previous studies; deskilling and social isolation; lack of working experience in the host country and peer networks at a suitable professional/ vocational level; language and understanding of the civic and social landscape.The general objective of the project was to develop quality learning opportunities in order to encourage low-qualified and low-skilled humanitarian migrants to assess and upskill their competences in order to enter the labour market at early stages. The primary target group in the project was professionals and educators working with counselling/education and employment of humanitarian migrants. They were involved directly in research, development and training activities.The secondary target group was humanitarian migrants, especially those with long distance to labour market due to low prior qualification and limited working experience. The elaborated deliverables were: O1: Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe” The methodology combines 3 main approaches for collecting information, combining quantitative and qualitative types of research:Desk research (statistics and regulations); Interviews with stakeholders (implementation from the perspective of professionals); Focus groups with humanitarian migrants (implementation from individual perspective); Existing national reports and analysisO2: Refugees Integration Assessment Toolkit: INTEGRASS.The “INTEGRASS” is a toolkit for assessing formal, non-formal and informal knowledge, competence and skills as well as the education level of the humanitarian migrants. The INTEGRASS was tested in the pilot activities.O3: Migrant Service Provider Curriculum Handbook with focus on upskilling and work-based laboratoriesThe Curriculum Handbook embraces 2 parts: 1. UNDERSTANDING THE NEEDS of low-qualified migrants for better service provision by Migrant Service Provider. 2. COUNSELLING AND TRAINING MATERIAL FOR LOW-QUALIFIED MIGRANTS as a first step in integration process. The Curriculum Handbook was tested in the pilot activities.O4: Toolkit for the Validation and Quality Assurance of the CurriculumThe Toolkit for the Validation and Quality Assurance of the Curriculum has been developed as a methodological support for implementation of IO2 and IO3 for trainining and counselling of low-qualified humanitarian migrants. This IO was the final step in the holistic approach for social/labour market integration of humanitarian migrants:1. Validation of formal and informal competences through INTEGRASS (IO2) 2. Training courses to empower the individual and cover learning gaps (IO3) 3. Development of individual action plan based on validation and training (IO4) O5: Guidelines for policy-makers and practitioners working with integration of low-qualified humanitarian migrants EU-wide guidelines has been developed with a set of recommendations and best practices focused on successful integration of low-qualified humanitarian migrants. About 160 participants took part in the interview, which allowed the partners to develop IO1 (Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe”), about 100 participants took part in training courses which allowed the partners to develop and finalize IO2, IO3, IO4. The project has contributed and will continue to promote the empowerment and active citizenship of adult learners in the long term impact. The benefits of humanitarian migrants who were an active part of the project during research, development and piloting of its intellectual outputs within the regional stakeholder networks are evident for the long-term impact.

<< Background >>Many EU member states experience high unemployment and underemployment, yet many surveys still find that more than one in three employers have problems filling vacancies.The latest European company survey (CEDEFOP, 2019) found that about 40% of firms across the EU had difficulties finding staff with the right skills. A Eurobarometer survey found some 33% of employers identifying a shortage of applicants with the right skills as their main challenge in filling vacancies.One of the sectors that distinctively have trouble meeting the need of workforce is the construction sector. It is estimated that, by 2030, the employment in the EU construction sector will increase by 4.3% and according to the European Centre for the Development of Vocational Training (CEDEFOP), about 1 million new and replacement workers will be needed by 2051. Only in Sweden, the Construction Federation estimates that the need of additional labour amount to more than 10.000 persons. The situation is similar in the Netherlands, France, Italy, and Greece. The result has been an import of construction workers from outside European Union.At the same time, many EU member states are facing a growing problem with long term unemployment, especially among immigrants/refugees. In 2015, 1 321 560 refugees claimed asylum in the EU, out of which 292 540 applications were approved (Eurostat). At the same time, migrant unemployment and social exclusion remains one of the main socio economic challenges for most European countries. Even though this group is heterogeneous with a big variation in employment patterns between the member states as well as due to indicators as educational background, prior experience, social status and personal situation, immigrant tend to run a higher risk of unemployment or underemployment (part-time and temporary employment) according to EUROSTAT. Most refugees live in the EU member state of asylum, struggling to prove themselves in economies which are unable to absorb and make full use of their labour market potential. As a result, their skills often remain unused and become obsolete over time. Key challenges for Europe are to promote integration of immigrants into the labour market at the same time addressing existing and future skill gaps and labour market needs.One of the main challenges to pave the way for labour market integration of immigrants and matching them with economic sectors that can provide them with employment is a lack of well defined vocational and labour market guidance for these target groups. In Italy, France, Sweden, and Greece an immigrant/refugee is provided an amount of hours for learning the host country language followed by Work Based Learning (WBL). This “one size approach for all” in the best scenario has led to unqualified jobs or grey economic activities. By this approach, the group is the first one to become long term unemployed during difficult economic times, as now during COVID. This group is not given any guidance about the labour market, sectors in need of labour force and vocational guidance to enter those sectors.Many previous studies have proven that immigrants’ smooth integration into new labour markets is very dependent on both the actual and the perceived extent of mismatch between their skills and competencies and those required in the new setting (Alla-Mensah et al., 2019). Thus, this was tackled by many organizations (including partner organisations of this project) through the initiation of projects creating a fast tracks for immigrants towards the European labour market in specific sectors. For instance, in Sweden, there has been an initiative of fast tracks within the healthcare sector. The purpose was make the best use of valuable skills possessed by NAIs in shortage occupations so that they can be matched more quickly with the needs of industries and enteprises (Swedish government, 2016).However, the “Adapted VET guidance for NAI” project has a more general approach to tackle this problem.<< Objectives >>The project aims at facilitating and fostering early and effective integration of newly arrived migrants into the labour market through adapted vocational/labour market guidance, which targets to enhance host country language, as networking with employers who will actively be engaged in project activities. It addresses the need to “promote swift integration of newly arrived migrants into the labour market through strengthened cooperation and mobilisation of employers and social and economic partners”.On one hand, being one of the most vulnerable categories in a society, NAIs need to have a resilient strategy/ approach to support their integration into labour markets, especially in crisis contexts (for instance, the current COVID 19 crisis). They are not given any guidance about the labour market, sectors in need of labour force and vocational guidance to enter those sectors. On the other hand, many European countries face the challenge of labour needs and skills shortage in several sectors. This is a result of a labour market mismatch problem.Thus, this project is designed to simultaneously address both challenges; the NAIs inclusion and solving the labour market mismatch problem. This will be done through the development of training materials as well as guidance for stakeholders in order guarantee a smooth and efficient integration of NAIs in European labour markets. The project is not only based on the target group needs in terms of skills, it also accounts for several labour market requirements keeping away the “ one size fits all” approach.<< Implementation >>The following activities are classified by workpackage and will be implemented in order to ensure an efficient impact for the project. Workpackge 1: Mapping needs of stakeholder for providing vocational/labour market guidance This workpackage focuses on mapping the needs of knowledge, skill, and attitude relevance of counselling services in an educational setting.This will be done through the following activities: 1. Development of methodology for needs assessment, complementary questionnaires and interview questions.2. Implementation of questionnaires and the interviews for individuals from involved organisations (employment services).3. Production of national reports on questionnaire and interviews’ results.4. Organisation of focus groups meeting for feedback.5. Development of joint reports on needs of professionals for provision of vocational/labour market guidance.Workpackge 2: Development of vocational/labour market guidance toolkit The toolkit will result in an effective vocational and labour market counselling of NAI.This will be done through the following activities:1. Development of methodology for the structure and content of the digital toolkit.2. Development of the information module covering vocational and labour market information based on desk research and focus groups workshops (the content will take into consideration local/regional conditions).3. Development of guidance module covering methods, organisational structure, and resources.4. Organisation of feedback workshops with focus groups on developed modules.5. Finalisation of the toolkit.Workpackage 3: Training curriculum (handbook) for guidance staffThe training curriculum will be developed in the form of a distance course through an open source. The structure of the course will be modular with 6 modules.This will be done through the following activities:1. Performing a Training Needs Assessment.2. Developing Training Materials Learning Objectives.3. Implementing the training. 4. Evaluating the training.5. Finalising the training materials.Workpackage 4: Validating the toolkit and training materialsThe validation is supposed to be through a piloting phase.This will be through the following activities:a) Developing the pilot test and reviewing questionnaires.b) Informing the selected participants about the piloting phase.c) Defining a timetable for each selected stakeholder for testing and reviewing.d) Implementing the pilot test as well as collecting and documenting feedback.e) Analysing feedback.f) Updating and finalising of the toolkit and training materials.<< Results >>The project will produce a number of results. First of all, it will produce a report on stakeholders' needs for providing vocational/labour market guidance. Secondly, it will develop a guidance toolkit for the vocational/labour market to be used by professionals in various organizations. Based on that, a training curriculum for guidance staff will be produced and piloted in order to achieve the last result of this project. The last results will be the final version of the toolkit and training material. Below is a classification of the expected results by workpackage. Workpackge 1: Mapping needs of stakeholder for providing vocational/labour market guidance This workpackage focuses on mapping the needs of knowledge, skill, and attitude relevance of counselling services in an educational setting.This will result in the production of: 1. Needs assessment methodology and interviews’ questionnaires.2. Conducted interviews for individuals from involved organisations (employment services).3. National reports on questionnaire and interviews’ results.4. Focus groups meeting for feedback.5. Joint reports on needs of professionals for provision of vocational/labour market guidance.Workpackge 2: Development of vocational/labour market guidance toolkit The toolkit is supposed to result in an effective vocational and labour market counselling of NAI.This will result in the production of:1. Methodology for the structure and content of the digital toolkit.2. Information module covering vocational and labour market information, based on desk research and focus groups workshops (the content will take into consideration local/regional conditions).3. Guidance module covering methods, organisational structure, and resources.4. Feedback workshops with focus groups on developed modules.5. Finalised toolkit.Workpackage 3: Training curriculum (handbook) for guidance staffThe training curriculum will be developed in the form of a distance course through an open source. The structure of the course will be modular with 6 modules.This will result in the production of:1. Training Needs Assessment.2. Training Materials Learning Objectives.3. Implemented training. 4. Evaluated training.5. Finalised training materials.Workpackage 4: Validating the toolkit and training materialsThe validation will be done through a piloting phase.This will result in the production of:a) Developed pilot test and reviewed questionnaires.b) Timetable for each selected stakeholder for testing and reviewing.c) Implemented pilot test.d) collected and documented feedback.e) Analysed feedback.f) Updated and finalised toolkit and training materials.

<< Objectives >>- Identification of the main skills gaps and key competence areas for young creative entrepreneurs- Development of a training methodological framework that is combined from a modular training curriculum based on specific competencies- Design and development of a blended learning programme - Development of an online assessment tool based on the competencies- Development, co-ordination and monitoring of an e-platform with e-learning material and networking space<< Implementation >>- Field research of at least 80 questionnaires- Development of a transnational report, a training curriculum, a blended-learning course and an assessment tool - Development of a networking e-platform with the educational material- Pilot testings with 40 participants in total- 4 multiplier events (20 participants per country) and one final conference (100 participants) for the diffusion of the project results- Activities regarding quality assurance, sustainability, dissemination<< Results >>The results are:- A prosperous cooperation among the partnership - Development and uploading of the learning material, the online assessment tool and the e-learning platform through cutting-edge technological material and learning solutions- Upgrade of entrepreneurial competences for creative youth - New training material for the facilitators- Broader use of digital technologies in young creatives and an open networking platform for further dissemination and exploitation of the results

"<< Background >>FutureWear - Fashion, Trends, Training is promoted by a partnership made up of bodies with complementary and synergic competences and experiences: organisations belonging to the VET system (AECA/Italy, Trinijove/Spain, Dimitra/Greece) and non-formal training organisations (baumhaus/Italy, Strim/Poland), with consolidated experiences in the field of vocational training, social inclusion and innovation and youth protagonism. The FutureWear project proposal is part of a historical moment at world, European and national level, characterised by the gradual exit from the Covid 19 pandemic and the identification of development strategies and prospects that were unimaginable a few years ago. The current context is characterised by some transformation trends, against which VET systems have to redefine their own role, strategies, visions in order to respond in a more and more effective way to needs, requests, problems concerning the new generations and in particular young people with fewer opportunities and with various kinds of fragility. Young people do not always find answers to their needs and interests in VET systems. Increasingly, however, hybrid experiences between formal and non-formal education are able to meet this demand and offer flexible paths to work, including self-employment, in line with the interests and talents of young people. The streetwear fashion sector represents a reference point for the new generations and, moreover, like the fashion sector in its complexity, it must increasingly move towards a sustainable and circular production chain. FutureWear represents, therefore, an opportunity on the one hand to innovate the VET training offer in the fashion sector, on the other hand to widen the training offer to a young audience looking for new paths in the face of experiences of school drop-out or difficulties in finding a job, and on the other hand to give centrality to environmental sustainability issues and strategies, across all training opportunities. The institutional context of reference is represented by the European strategy to relaunch the economies of the member countries following the pandemic centred on: adaptation of young people's skills to the changed social and economic context, attention to people with fewer opportunities for reducing inequalities, ecological transformation and digitalisation: ""Pillar of social right"", ""European Education Area"", ""European Skill Agenda"", Objectives for sustainable development of the UN Agenda 2030 (in particular 1-4-7-8-10).FutureWear therefore aims at conveying to the staff of the organisations involved technical and transversal competences for the design, management and evaluation of an innovative training model dedicated to eco-sustainable fashion and streetwear which, being transversal to formal training (VET) and non-formal training and built starting from present and future imaginaries of the new generations, innovates professional profiles, working methodologies, intervention strategies, governance models and traditional networks of VET systems.<< Objectives >>The general objective of FutureWear is the prototyping and testing of an innovative hybrid training device, transversal to vocational training (VET) and non-formal learning contexts, centred on eco-sustainable fashion and streetwear, capable of anticipating/intercepting and thus responding to the professional aspirations of the new generations, especially boys and girls with fewer opportunities who do not find answers and tools in line with their interests and aspirations in traditional school and training paths, and at the same time consistent with the needs of productive transformation and ecological transition of the textile and fashion sector. The specific objectives are: - Identification of the main trends and transformations in the fashion sector in terms of emerging professions and technical and transversal skills required by a sector in continuous digital and ecological transformation.- Production and testing of a hybrid training device addressed to young people at risk of school drop-out, coming out of school and training courses interested in developing skills and job opportunities also of entrepreneurial nature in the sustainable and circular fashion sector, inclusive and innovation-oriented.- Transnational training of a group of trainers/educators coming from the VET system and from non-formal organisations aimed at: transmitting the contents, the methodologies and the structure of the training device; offering a space for co-design of the experimentation workshops.- Experimentation with trainees and trainers/educators in the different countries of the partnership and feedback for the adaptation of the device.- Testing of a model of identification, validation and certification of competences aimed at enhancing the competences of young people developed in formal and non-formal contexts according to the European perspective of micro-credentials.<< Implementation >>The activities foreseen for the realisation of ""FutureWear: Fashion, Trends, Training are"": TRANSVERSAL ACTIVITIES: - Management and Administration: the partnership cooperates through shared tools and methodologies to guarantee the correct carrying out of the activities and an effective achievement of the project objectives. - Monitoring and Evaluation: quantitative and qualitative indicators will be introduced in order to verify the quality, inclusiveness and sustainability of the project process and results, also with a view to their transferability. - Communication and Dissemination of the project activities and results, according to a plan and a strategy shared between the project network, Associated Partners and stakeholders.- Organisation and holding of 5 transnational meetings (4 in presence, 1 online)- Organisation and implementation of 5 Multiplier Events SPECIFIC ACTIVITIES PR1 FORESIGHT REPORT: -theoretical setting of the research framework and methodology-identification, collection and systematisation of the reference literature -mapping and stakeholder engagement (companies and professionals in the fashion supply chain, companies that produce fabrics, public institutions, experts and practitioners of environmental sustainability and circular economy) in the main areas and carrying out of the strategic interviews -identification of participants with fewer opportunities and realisation of focus groups -systematisation of contents, graphic design, publication, presentation and dissemination of the Foresight Report (ME)-follow up with stakeholders and participants with fewer opportunities by sending the Foresight Report. -organisational coordination of activitiesPR2 TRAINING SYSTEM: -identification and systematisation of best practices and experiences of the project network -operational co-design meetings among the partner network -operational planning meetings with the network of stakeholders engaged in the first phase-systematisation and realisation of the first draft of the 4 sections of the Toolkit (guidelines for the involvement of the new generations, hypothesis of teaching contents, identification and realisation of a repertoire of strategic soft skills, guidelines for evaluation) LTTA TRAINING MODULE AND CO-PLANNING BETWEEN OPERATORS:-Organisation of a training module dedicated to PR1 and RE2 and addressed to operators (coordinators/tutors/trainers) for a widespread qualification of competences-Creation of digital didactic tools that can be used independently by VET and non-VET operators -Co-design and co-programming meetings between the referents of the partner organisations and the operators present for the organisation of PR3, i.e. the experimentation workshops.PR3 EXPERIMENTATION WORKSHOP- Identification of the group of participants - Organisation and implementation of the toolkit testing workshops in the 4 partner countries (1 workshop in each country) - Monitoring and qualitative and quantitative evaluation of the experimentation workshops- Update of the Training Toolkit with results and considerations related to the experimentation workshops and realisation of the final version of PR2.<< Results >>The expected outcomes during FutureWear, in terms of Project Result, Multiplier Events and LTTA training activities are:PR1 FORESIGHT REPORT The expected result is the construction of a shared report, built according to the foresight methodology, dedicated to trends and transformations of the fashion sector and vocational training. The report will be composed by a Desk Research and by the contributions collected from the stakeholders engaged in the different territories (through the realisation of strategic interviews) and by the feedbacks of the young people involved in dedicated focus groups. PR1 represents the basis for the realisation of PR2 and PR3. ME1 INTERMEDIATE MULTIPLIER EVENT (CRACOW - POLAND)During the event, which will mainly involve stakeholders from the City of Krakow, the Foresight Report (PR1) will be presented and discussed, and strengths and weaknesses will be identified in view of the implementation of PR2.PR2 TOOLKIT FOR TRAINING IN SUSTAINABLE AND YOUTH FASHIONThe expected result is the construction of an innovative and experimental training model, transversal to VET and non-formal training. The model will take the form of a Toolkit, composed of 4 different parts, organic to each other: Guidelines for the Participation of New Generations, Training Plan for eco-sustainable fashion and streetwear, Directory of soft strategic competences, Methodological Guide for the Evaluation of Competences. ME2 INTERMEDIATE MULTIPLIER EVENT (ATHENS - GREECE)During the event, in which stakeholders from the City of Athens and Dimitra partners will be mainly involved, the first draft of the Toolkit (PR2) will be presented and discussed, strengths and weaknesses identified in view of the implementation of PR3.LTTA TRAINING MODULE AND CO-PLANNING BETWEEN OPERATORS (ATHENS - GREECE) Contextually to the organisation of the second multiplier event in Greece, the training module for operators will be organised, starting from PR1 and PR2. The training module will be organised according to a participatory methodology that will involve the 15 operators (3 for each partner) in the co-design and planning of PR3, i.e. the experimentation workshops. The expected result is the qualification of the involved operators. PR3 EXPERIMENTATION WORKSHOPS The expected result is the realisation of 4 experimentation workshops (one in each country involved) addressed to young people of the territories (identified among the categories of participants with fewer opportunities). The format of the workshop will be designed collectively during the LTTA event, so that monitoring indicators and qualitative feedbacks can be commensurable and comparable. The results of the workshops will complement and modify PR2 with the aim of producing the final version. M3 INTERMEDIATE MULTIPLIER EVENT (BOLOGNA - ITALY) A multiplier event will be organised at the same time as the Italian Experimentation Workshop, during which stakeholders from Bologna and the Emilia-Romagna Region will be involved in a structured event for in-depth analysis of PR2.M4 FINAL MULTIPLIER EVENT (BARCELONA - SPAIN) The objective of the event is to return and share with a qualified audience the 3 Project Results. It is a multiplier event addressed to a technical and institutional target: territorial stakeholders, non-formal training experiences, VET managers, VET networks and umbrella organisations, school managers, enterprises, social economy managers and operators, policy makers. Through this event we intend to share the project results and promote the transfer of the Project Results to a wide and heterogeneous audience."