The Erasmus+ project „Flexible Tailored Learning Pathway for Everyone“ (FlexLearn) is the partnership of 4 European VET institutions, whose objective is to contribute by sharing the best practices in the educational field, to improve the skills of the teachers, trainers and the key persons in Inclusive and Tailored Learning process. As a result of this cooperation, they create a web-based Competence Collection of educational approaches and methods and increase the capacity of operating at a transnational level.Period: 24 monthsParticipants: European VET institutions; the Key persons of arranging the teaching/training process, Educators.Aim: To improve the flexibility, accessibility and inclusion in education through tailored pathways, to promote the quality of VET through increasing the skills of the people who are responsible for putting it into practice – educators, education specialists, key-persons in Educational leadership.Necessity: The Project is called into life by Haapsalu Vocational Education and Training Centre. Due to the statistics, about 22% of the students drop out of VET schools in Estonia every year. There are a lot of students whom it is difficult to access and maintain in studies in mainstream ways, especially the risk groups (SEN-students, low-skilled adults and students, who are living in the countryside and are difficult to reach). To find out the ways to make learning more flexible and reachable for these groups, the project concentrates on topics, which are relevant in all of the participating countries. Due to the pre-project communication between the partners, we have found out the strengths of each country, which has been the general base for working out the topics for LTTA meetings. Together created web-based Competence Collection Box will be a necessary working tool for Educators’ in Inclusive and Tailored Learning process. International experiences that the participants gain from the meetings would extend and develop their educators' competences and improve the quality and accessibility of Education in every participating country.Main activities:3 Transnational project meetings, 2 specialists from every country to monitor and evaluate the progress of the project, share feedback and work with the Competence Collection4 Training Activities, 4 participants (Teachers, Education specialists and leaders) from each partner organization. Every partner organizes one LTTA meeting which includes the teaching program for 5 days. Every Training Activity is focused on a certain topic due to the strengths and experiences of the partner organization:Finland - Tailored Learning Pathways for different students. Ireland - RPL - Recognition of Prior Learning and work experiences according to curricula and learning outcomesNetherlands - Learning Methods focused on developing student`s self-management, study and activity skills (project training, simulation, group work)Estonia - Digital approaches and Flexible Long-distance Learning Solutions (e-learning, development of digital competences, digital environments, and digital security).During every activity:The host partner introduces the Educational system and the learning process at their organization and generally in their country. The host institution gives an overview of the focus topic and the approaches implemented in their school and country. Each partner presents the activities and approaches of their school according to the topic. Additional activities according to the choice of the hosting partner, to expand the background of the topic - involving experts, visits to local organizations, practical workshops/teamwork activities to share the best practices in use. As a result of the activities, the best approaches according to the topic are worked out and added to the web-based Competence Collection. Participating teams will evaluate the gained knowledge of LTTA and make conclusions. After the training activity, every participating institution organizes an evaluation activity with the staff (round table forum, discussion, presentation etc) to find out how to implement it. The Coordinator of every participating organisation is responsible for completing the electronic feedback.The main impact of this project will occur in the rise of the quality of teaching and educational management in every participating country. As a result, the participating organizations and the participants have more knowledge and skills in the Inclusive and Tailored Learning process and implementation of necessary approaches, they are experts in every relevant topic the project activities covered. As an additional value, they have created a widely available web-based Competence Collection, which is a freeware tool and will be shared with other VET institutions.

"<< Background >>With the expansion of regional and national economies into a global marketplace, education has critical importance as a primary factor in allowing young adults to enter the workforce and advance economically, as well as to share in the social, health, and other benefits associated with education and productive careers. Vocational education has become increasingly a priority over the last few years, both for the member states as national educational reforms and across E.U.Several countries have re-branded VET to reflect its broader scope and improve its image. In times when following different learning paths in various contexts throughout one’s life becomes the norm, VET’s profile is expanding − sometimes faster, sometimes less rapidly – to anticipate and reflect changes in the world of work, domestically and internationally.The quality of education is considered in all Member States to be a concern of the highest political priority. High levels of knowledge, competencies and skills are considered to be the very basic conditions for active citizenship, employment and social cohesion. A recent CEDEFOP publication (European cooperation in VET: one process, many stops. Developments in vocational education and training policy, 2018 ) mentioned as challenges of VET education the following: the lower quality of VET ((compared to general secondary education), lack of a clearly articulated vision for work-based learning, roles and responsibilities of the different partners in work-based learning are not clearly defined. These issues have been identified in all partner countries and, particularly, for the partners’ context.Within this context the project raises up from the need to improve quality in education and ensure a continuous professional development of VET teachers, careers guidance officers, school counselors. Involving professionals from various perspectives of VET education we aim not only to achieve positive results in career guidance but to ensure a proper comprehensive approach to VET education.The purpose of the project is the elaboration of complex and coherent counseling and guidance programmes regarding the selection of vocational educational pathways by students.Such ideas come as a direct result of identified needs of VET teachers and school counselors, equally.This project addresses the needs of various target groups such as:>School counselors - the need to better cooperate with VET teachers, the need to implement large scale and consistent career guidance programmes in schools, the need to improve cooperation with VET teachers>VET teachers and specialists - the need to use a practical approach in teaching, the need to increase skills related to presenting the real work life opportunities for the VET/ dual education graduates>Participating organisations - the need to improve cooperation between different sectors, in the field of VET education>Students - the need to match skills and interests with the educational offer and the labor market possibilities, the need to increase their motivation for selecting a vocational training<< Objectives >>Consistent with the identified needs and the scope of the project we aim for reaching the following objectives:O1. Development of comprehensive programs for career guidance and counseling, compatible with the educational context of each partner by achieving 4 project results over the 27 months of project lifespan.O2. Improving skills, knowledge and attitudes regarding career guidance and counselling through the participation of 84 VET teachers /school counselors/ career counselors/educational service providers at one of the 3 transnational training events from May 2022 to June 2023.O3. Empowerment of at least 700 teachers- VET teachers and counsellors/school psychologists/economic agents/ VET educational service providers in the use of tools on career guidance and counselling, developed within the project by organizing 7 multiplier events and dissemination activities between September and November 2023.O4. Increase the rate of social inclusion and professional integration by participating of 800 future graduates of vocational/dual education in at least 10 activities of counseling and career guidance according to individual/group needs, between May 2022 and October 2023.There is a multiplier effect in long term due to the implementation of the project. It will not only benefit the participants, participation organisations, target groups and other relevant stakeholders, but there will be a large scale beneficial impact to the society (locally, nationally and among EU member states) because the increase of the rate of professional insertion and social inclusion will boost the creation of new jobs, reduce unemployment and will also contribute to innovation for further economic growth in European level (macro economic effect).This proposal intends to have a major impact at local, national and European levels, as it is designed to provide participants with innovative methods and resources.<< Implementation >>The planned project activities are consistent with the objectives and are:- elaboration of 4 project results- 3 joint staff learning events- 3 transnational project meetings- 7 multiplier events towards the end of the project lifespan- 1 international project conference- local events and training sessions- project documents, reports<< Results >>SOS A Career for Success plans to realize high impact results. Actions and deliverables will focus on the completion of the following project results (in all partner languages), during the project implementation :1. A training programme ,,Innovative guidance and counseling strategies for a successful career” for school counselors in the guidance and career counseling field 2. An online platform ,,SOS A CAREER FOR SUCCESS” for career information and counseling. This platform will include useful tools for VET professionals, e-learning modules, a downloadable vocational counseling toolkit, information for students and teachers.3. A training programme ,,Practically-applied activities for VET professionals” for VET teachers / providers of educational services VET focusing on a more applicative approach and a better response to the learning needs of VET students.4. A practical career guide ,,What will you do tomorrow?"" - directly addressed to students facing the decision of choosing an educational path, especially, in the VET fieldNon tangible results :1. Increase in the quality of vocational counseling activities, as a direct result from enabling school counselor with new and updated competencies and equipping them with tools to doso2. Enhancing the skills of VET teachers3. Improvement in the organizational capacity of project partners to respond to the needs of beneficiaries of education4. Establish cooperation in the field of VET education between organizations from 7 participating countries in the E+ programme of the European Union.5. Provision of positive solutions to the specific requirements of the VET field education professionals, in order to promote better student access to high quality professional educationsystemsPartners will create most of the contents both electronically and physically (where applicable)In addition to the concrete results described in this point and elsewhere, the project is expected to have a fundamental and lasting impact on pedagogy and innovation in practice for VET school teachers across Europe, modernizing and making more relevant and motivating many aspects of the teaching, through the use of technology. The project has major potential for enhancing target group understanding, reflection and collaborative contributions to the creation of knowledge in VET schools.On medium term, all the participants will develop skills and abilities of communicating in English, will become more active European citizens and will develop their will develop their social skills - optimizing skills of cooperation, work in networking, assuming roles in the team but also personal autonomy and self-efficacy - increasing self-confidence and motivation to perform, to learn how to think critically and independently, increasing the desire to learn autonomously.In the long term, it will improve the process of transition from education and training to the labor market; the increase of the degree of insertion on the labor market and the acquired digital and language skills can help them to efficiently insert themselves on the European labor market, increasing their chances of personal and professional development."

Context/background of the project:The main goal was the development of skills and competences during work-based learning in international cooperation, improve practical skills due to working in teams with experience in cooking, learn new cooking techniques and recipes. One more aim of the project was to develop open-minded European citizens. Number and profile of participants:The exchange brought together 4 participants + 1 teacher from each partner organisation, for a total of 20 people. Participants of this project are young people – students and apprentice students – between 17 and 25. All participants had culinary experience and were very interested in new topics.Description of activities:There have been four main activities in the project. The project took place in AT, EE, ES, FL from the 1st September 2016 till the 31st of August 2018. More in particular, the project objectives are to improve empathy, tolerance and understanding among different countries, cultures and religions, discover other cultures through food and raise awareness about diversity raise awarness and discuss possible solutions. Activity 1: Meeting in Valencia/Spain – April 2017The overall objective was to learn about cuisine with healthy background considering allergies. Provided the target group with the chance to learn about new cooking techniques and recipes considering allergies.Activities:- Non-formal learning activities: ice breakers, group activities, group discussions, intercultural evenings, country presentations- formal learning activities: Excursion to the Albufera, visiting rice farm, visiting olive oil farm, cooking activities, professional talk-lecture of a Nutritionist, Laboratory.Activity 2: Meeting in Joensuu/Finland – May 2017The main goal was the development of skills and competences during work-based learning in international cooperation. The overall objective was to learn how to prepare food using modern methods. Provided the target group with the chance to learn about finish food prepared using modern methods.Activities:- Non-formal learning activities: ice breakers, group activities, group discussions, intercultural evenings, country presentations, sightseeing.- formal learning activities: Excursion Koli park, working in the kitchen over the subject in teamsActivity 3: Meeting in Haapsalu/Estonia - October 2017. ” How to prepare traditional Cuisine with Slow Food Philosophy and Biodiversity”.The overall objective was to learn how to prepare traditional cuisine with slow food philosophy and biodiversity. Provided the target group with the chance to learn about old Estonian food - traditional festive food, nordic cuisine - slow food.Activities:- Non-formal learning activities: ice breakers, group activities, group discussions, intercultural evenings, country presentations, sightseeing.- formal learning activities: Excursion to the Nina farm - a traditional Estonian seaside farmstead, visiting the food fair - competition of young chefs, cooking activities, professional talk-lecture Ranno Paukson - topic Slow food, Workshop with HKHK Office Work students – „Eating with your Eyes, Workshop „Getting Creative “.Activity 4: Meeting in Villach/Austria – April 2018The main goal was the development of skills and competences during work-based learning in international cooperation. The overall objective was to learn how to prepare ethnic food considering international migration and tourism as well as traditional food. Provided the target group with the chance to learn more about international food preparing. Activities:- Non-formal learning activities: ice breakers, group activities, group discussions, intercultural evenings, country presentations, sightseeing.- formal learning activities: Excursion to the Weissensee - fish farm, excursion to our slow food pope with food tasting, kitchen activities with the topics: ethnic food, traditional food modern style, traditional pastries, fish dishesA short description of the result and impact envisaged and finally the potential longer-term benefit:Youth exchange participants will have:-improved their vision of “the other”-gained interest in meeting young people from different countries-discovered other cultures-developed a critique sense towards migration issues-reflected on their own identity as a person living in a multicultural Europe-learned new cooking techniques-learned how to prepare traditional Cuisine with healthy background considering allergies-learned how to prepare ethic food considering international tourism an migration-improved their English a multicultural contextPartners will have:-been inspired about new ways to use food as an educational tool for social gathering and understanding-trained potential new volunteers for hosting projects-been part of starting a new project which will hopefully lead to future editions of the -project together and other projects a

"This project stems from the partners' experience of the need to extend the close link between vocational training, higher education and professional practices to an advanced level and in a European context. With the increasing globalisation and instability of labour markets, as well as the scarcity of employment opportunities for young people, educational and professional bodies need to be able to provide the young generation with useful tools for their professional future. EUROMOB project, consisting of 7 partners from Spain, Greece, France, Finland and Portugal, has developed an online tool to identify, measure and recognise the competences that students acquire during their mobility programme in a European country, with the recognition of companies and educational institutions. This online tool responds to a number of needs, in line with the ""New Skills Agenda for Europe"" adopted by the Commission on 10 June 2016: 10 actions were launched to make training, skills and adequate support available to EU citizens, including: a European Qualifications Framework, to support better recognition of qualifications, the Digital Skills and Jobs Coalition, aiming to improve the digital skills of the general population, Blueprint for Sectoral Cooperation on Skills, to improve the recognition and development of skills in specific sectors such as the automotive sector in vocational education and training (VET) studies by supporting the modernisation and internalisation of vocational training and key competences.EUROMOB Tool addresses the transparency and multinational recognition of competences acquired during work placement training activities abroad. Competences adapted to higher education and vocational education and training that are gained after contact with the world of work, in the fields of electrical automation and car mechanics for vocational education and training and business-related studies and the ICT sector for higher education and training. The online tool creates a direct relationship between students, educational institutions and companies, as the validation process and the use of the platform involves these key actors.The advantages of the online tool are aimed at increasing the employability of young people, the recognition of competences acquired in mobility placements, the fostering of a stronger relationship between learners and enterprises and the identification of labour market needs.This online tool is not designed to replace existing and functioning EU transparency tools or validation and credit systems (Europass, Youthpass, ECVET, ECTS, NQF, EQF, Esco, QA system), but to use them in an application programming interface. In accordance with the above-mentioned needs and objectives, the Euromob (IO2) platform has been developed to recognise and validate the skills of students undertaking a mobility, work placement abroad. This platform allows measuring, both by the student and the company, the evolution of the horizontal competences acquired in a mobility. It also allows the educational institution to review and approve the internship agreement online. In order to carry out an internship, the student must register both the internship agreement and the skills to be developed in the internship, in agreement with the company and the educational organisation. After this, the educational organisation must review and approve this information, and if everything is correct, the internship can be carried out. During the internship, company and student can measure the evolution of the specific competences of the educational sector in which the activity is being developed. At the end of the internship, a report is generated where the final assessment of these competences is recorded. This report will be certified according to qualification standards.For the development of the platform, a report has been previously made to identify the specific skills and competences (IO1) of the four sectors addressed (car mechanics or electrical automation for vocational training such as business studies and ICT in higher education), competences that are developed during the internship abroad. The platform is available in the languages of the partner countries (English, French, Spanish, Portuguese, Finnish and Greek).In order to facilitate the use of this online platform and make it accessible to students, teachers and companies, user guides and multimedia content (IO3) have been developed to allow all actors involved in an internship to integrate this tool during mobilities. These user guides are available on the project website and the multimedia guides on Youtube, all this content is available in English, French, Spanish, Portuguese, Finnish and Greek.At the same time, a qualification validation method and qualification standards have been elaborated where a certification scheme has been developed for each professional category in order to assess and certify the knowledge, skills and competences of each professional. This is a means of guaranteeing that the certified person meets the requirements of the certification scheme, allowing companies to identify the real competences of the candidates, which facilitates the recruitment and selection of personnel and at the same time increases the possibilities of the students who carry out these internships using the Euromob tool.Accompanying this method of validation of qualifications together with the qualification standards, a Memorandum of Understanding (MoU), a Learning Agreement (LA) and a statement agreeing the details of the internship have been drawn up."

"""GO GREEN WITH SMART IT"" is a project where five secondary vocational schools have come together to find a new insight into teaching and learning while keeping in mind global environmental factors. The Project supports environmental and climate-change prevention actions taken on European level using innovative practices, methods and tools for teaching, training and learning, the reason why for this project we have adapted the SDGs. The participants will be ICT students and there will be a total of five Learning, Teaching and Training Activities during the 24 month project starting in September 2020.This Project aims at developing competences in various sustainability-relevant sectors, developing or learning about existing green sectorial skills strategies and methodologies. The future-oriented attitude and the change-driven mindset would better meet the needs of individuals who will be working in the industry and serving customers in the future. To achieve this, the participants will be given the opportunity to develop new skills, learn and share existing knowledge, experiment and test innovative solutions in forms of workshops and mini-projects. In this Project the main target group is the young students studying in professional fields. The future of the industry, humanity and the entire world is in the hands of our young learners. The choices they make tomorrow will be based on the knowledge and experience they are given today. The participants are skilled students in the fields of electrical, electronics, automation and ICT. Learning the profession is one thing, but the responsibility for sustainable application is another.By giving students the opportunity to put their knowledge and skills into application in an international context - in addition to the newly acquired knowledge and experience - we guarantee the students will strengthen their competences in their professional fields leading to success and better opportunities in life. Based on experience gathered from the previous Erasmus+ KA219 2017-1-FR01-KA219-037426 titled 3D ROBO CHALLENGE, the new partnership will organise six LLT Activities where each will focus on the teamwork development, communication and intercultural skills, while benefiting from the digital skills of the participants and putting them in practice. Every mixed team will work on mini-projects to build a system which develop technical skills with electronic boards in order to reach environmental objectives from the SDGs . The technical skills that students need to perform the mini-projects will be taught in each school before the meeting thanks to common online lessons created by IT teachers through the learning platform Moodle integrated in the Twinspace.Online meetings will then give the opportunity to the participants to communicate with each other before the face-to-face activities. All the mini-projects will develop skills written in the IT programme of each school, training students for their final exam. Teachers from the 5 countries will then be able to plan and organize activities throughout the project in this space. This Twinspace will also be the place where students can communicate and exchange in a secure space.Every school has the freedom to choose the group that will take part in the activities . It is agreed that the students would be aged 15 to 18 and would have some I. T skills. There are a few common criteria every school agrees to take into consideration while choosing participating students.In most vocational schools around Europe, many students with academic difficulties or with delicate family situations will find in the achievement of mini-projects an enhancement of their skills. It is then really important to give the opportunity to these students to take part in this project. As it will be probably one of the first mobility experience abroad, these students will be accompanied in the administrative actions to fill the forms. The students from each country can also prepare a « To Do List » which can develop, for example, the 10 top things to visit or try in their country, in their culture."