<< Objectives >>General objective: BREVET aims to foster the use of innovative tools in skills recognition in the VET sector through the enhancement of digital credentials.Sp. Obj. (1): Assess current micro-credential practices and develop innovative technological tools that will foster skills recognition in the VET sector.Sp. Obj. (2): Pilot a new digital tool and exchange knowledge generated by it with education and training experts and relevant stakeholders.<< Implementation >>WP1: Project management (& quality assurance, communication, sustainability): 11 activitiesWP2: Design of a digital credentials ecosystem: from issuing to consuming/exploitation: 7 activitiesWP3: Software development: 10 activitiesWP4: Pilot and experimentation: 8 activitiesWP5: Policy and dissemination: 11 activities<< Results >>-10 project mng reports- 4 docs: review (D1), specifications (D2), guidelines (D3), methodology (D4)- 1 round table & 1 workshop- 3 system dev. materials: report (D5), user manual (D6), video tutorial (D7)- 1 webinar to VET providers- 4 pilot testing, 1 report on results (D8)- 2 docs on privacy: 1 publication (D9), 1 white paper (D10)- 1 round table with education experts, 1 paper (D11), 1 expert brief (D12), 1 symposium and its conclusions (D13)- 5 Multiplier events (LI, LU, FR, GR, BE)

"A vocational degree is a prerequisite for skilled employment and social participation. Work experienced adults without formal degrees (“low or unskilled” workers) acquired in their employment careers valuable knowledge, skills and experiences that remain largely unconsidered and unproductive. Utilisation of this important resource is of high significance for backing up the economy’s demand for skilled labour. It is a key educational challenge to valorise those applicable competences through recognition (validation) and/ or a degree oriented formal training, tailored to the individual needs. Formally low-skilled adults need efficient training offers that are appropriate to their needs and their situation, take previous learning performance into account and lead to a professional degree. The development of such individual training offers is based on identification and evaluation of their applicable professional competences through reliable methods and procedures.The ""ValiSkills"" competence assessment procedure serves this purpose. It was developed in a Transfer of Innovation Project ( 2012-14 ) as a web-based procedure at the example of one profession and in the meantime introduced into further training practice. The “ValiSkills2” follow-up project (2015-17) focused at an essential extension of application scopes and dissemination prospects. For this purpose, it could make use of already exisiting ValiSkills application experience and the expertise from eight former and present project counties. (www.valiskills.eu)High quality application of the procedure and its instruments in the work with low qualified people demands therefore qualified staff. A main goal of the project was the development and allocation of a comprehensive further training curriculum (with teaching and learning materials) for VET experts in competence management. It provides theoretical and practical knowledge for the professional and high quality application of ""ValiSkills"" and other procedures and experience from the European validation practice.Another project aim was the extension of the range of professions and an improved flexibility of the instruments to open new application prospects and to establish sustainable conditions for future further developments. Therefore, technical and service professions were made accessible and instruments (ePortfolio) were designed technically more flexible and user friendly. Characteristics of professions were analysed and defined in terms of action-oriented competence indicators.A third major goal was to transfer the ValiSkills procedure, previously focused at the German further training market, to Poland and to adapt it to the further training demands of this county.The ValiSkills procedure and the accompanying training offer for specialists (competence management) are based on demands of the further training market. It was developed for those needs and jointly introduced by the consortium partners into the training market. Training curriculum and ePortfolio were jointly tested with future applicants. Results could be directly introduced into their daily training activities with low qualified learners."

"Context of the project :In all European countries, intra-community mobility is a priority. European projects such as Erasmus, Leonardo and Grundtvig have promoted awareness and development. Our experiments and investigations show that proximity mobility remains an obstacle, particularly for the most vulnerable public, access to or retention in initial training, formulation of positive orientation choices, socioprofessional insertion, and therefore to lifelong learning.Too many teachers, trainers, youth leaders and curriculum makers have little or no awareness of the problem that community mobility can pose to disadvantaged youth.In many situations, disadvantaged young people face mobility barriers that result from a lack of key skills, which are essential for their integration into future vocational education measures and the labor market.Objectives:You'Move (""Youngsters' Mobility skills Evaluation and Enhancement"" - - name adopted during the project) offers a pedagogy of local mobility. The consortium has developed a comprehensive educational tool for individual assessment and improvement of mobility skills through the construction of an individual training plan for young people, especially at risk of dropping out of school or in difficulty of integration. This tool is usable for any jobseeker in training or anyone accompanied in a process of social integration.Number and profile of participating organizations:The consortium brings together 7 partners from 5 countries. It is made up of actors in initial training, training of teachers and trainers, specialists in mobility support, and the creation and dissemination of educational tools. This represents a multidisciplinary team composed of teachers, trainers, psychologists, mobility specialists, guidance, socio-professional insertion and the fight against school dropout professionals, authors and graphic designers.Description of the main activities implemented and results achieved:The You'Move project has created a coherent educational package available on www.you-move.eu, offering: • A repository of mobility skills; • A digital tool for assessing mobility skills, allowing the construction of an individual training course based on the repository. This questionnaire is adapted to the regulatory and cultural particularities of each participating country;Between 20 and 30 minutes are necessary for the young people to generate a report based on the answers to the self-evaluation based on a hundred closed-choice items. Open questions were rejected; • An educational toolbox (training, structured exercises, scenarios, ...) to develop mobility skills, on which the youth training plan is based; • An educational booklet and a training module on the use of the tool. The set exists in FR and DE. The Portuguese version is incomplete.Long-term impacts and benefits:For the partners of the consortium, the impact is important. The project improved existing tools for those who were already working on mobility with their audience. For these target groups (young people dropping out of school, jobseekers, ...), the added value is important: there is finally a real offer of training on the theme of adapted and individualized mobility. For other partners, they now have access to this comprehensive tool.Before the end of the project, several structures were interested and collaborations are planned to sustain the action. For example, in September and October 2018, just after the closure of Erasmus + funding, the project coordinator trained several teaching teams to use You'Move. The possibilities of using the tool for free and to be supported by an educational booklet were greatly appreciated by the participants by all the sharing actions, in particular the one organized on 12/06 in Liège (BE), at the Museum of Public Transport of Wallonia. Moreover, the Museum's teaching team will benefit from a specific animation and collaboration is possible."

The project was conducted at a time when career guidance for pupils and young adults is an integral part of the efficacy of education and training systems. The change in job types and employment needs requires these young people to be able to make the right choices, which means changing their representations. Young people who have difficulty in class and or with social and professional integration who are offered narrower choices are less familiar with the working environment and therefore need more guidance. During the project period, Europe received enormous amounts of refugees, and in a meeting for another project, a German partner spoke of how much more career guidance younger people needed, as they also had to cope with the language barrier. Many European countries are making educational efforts to work in this field. The following are some examples:- In France, “Parcours Avenir” offers secondary school pupils aged 11 to 18 the possibility to work on self knowledge, and knowledge about training and jobs, during ordinary lessons, so that pupils can follow their own progress over the years on a digital platform.- In Luxembourg, technical high schools have a career guidance department led by specialists and teachers.Teachers do not always have the necessary tools and are not sufficiently well trained in this job.The tool developed in this project helps young people to get to know their centres of interest, to work on developing their representations while improving oral and written expression skills in their own language or a foreign one.The main aim was to produce a tool that would help a wide variety of people to:-Get to know their centres of interest-Develop their representations of various jobs-Learn to make choices-Get to know the jobs -Work on oral and written expression skills in their own language or a foreign one -Train career guidance teachers or counsellors to professional level The second aim was to update the existing tools on which this one is based to ensure that:-The technology will last over time -They can be upgraded: additional languages, real-time modifications of the content. The partnership is made up of 7 organisations from 5 countries and is based on each partner’s competences.The GIP FC de Reims (FR) focuses on methods to prevent young people from dropping out of education and on teacher training.Euro-Cordiale (LU) is an association that designs and produces teaching tools.Rivage Pro (FR) is a software editor specialised in new technology applied to education and training.The Ministry of Education (LU), with its “Action Locale pour Jeunes” programme supports the guidance and integration of the most fragile pupils.Hasselt University (BE) is specialised in linguistic adaptation.Alytus Dzukija Basic School (LT) is an inclusive education high school for pupils with special needs and offers its pupils a choice of 6 foreign languages.- Framhaldsskolinn i Austur-Skaftafellssyslu (IS) is a high school interested in developing this tool to enhance their work on career guidance.The project consisted mainly in the following activities:-Designing and developing the software program -Defining and producing new content -Translations, Recordings-Drafting the assessment questionnaire -Testing-Teachers’ guide, Training programmeThe project has resulted in a freely accessible platform in 8 languages, free of charge: www.zoom2choose.euIt has 2 modules that can be used together or separately:-Get to know your centres of interest: after classifying series of photos, the young people can see their centres of interest through key words which also help identify any problems with their representations. -Discover the jobs: Either on the basis of the results of the previous exercise or completely independently, learners have access to 120 job descriptions to read or listen to in the language of their choice, with vocabulary exercises.The platform is designed to be able to:-Memorise the results for further exercises -Do the exercises in one language and the follow-up work in another (useful for allophone pupils)A teachers’ guide helps teachers and trainers make the most of the tool.It is difficult to measure the impact of a tool that has only just been released. Based on assessments we have done we can see that the young people who have tested the tool say that the application is interesting (75%), useful (78%), easy to use (90%), easy to understand (90%).It helps them become aware of their centres of interest (80%), their life experiences (70%), and their abilities (55%).The platform is already up and running in all the partner countries. In the longer term, the messages received from users of the first versions of the tools suggest that dissemination will be widespread in Europe.

Individual plurilinguality and poor reading skills are relevant topics in society and education policy across European countries. The project initiative responded to three key problems in the field of school, foreign and multilingual teaching practice: - large deficits exist in reading skills in school and foreign languages of pupils at the primary and particularly at the secondary level, - curricula demand a stronger linkage between the teaching of school and foreign languages in place of an isolated language learning, - demands to target the promotion of plurilingualism among learners due to increasing globalisation. In this project, four institutions that focus on teacher education and training co-operated: the Universities of Education in Weingarten (Germany), St. Gallen (Switzerland), and Vorarlberg (Austria), the Ministry of Education, SCRIPT (Luxembourg), and four partner schools with grade 6-8 classes as well as a Swiss primary school.At the core of the project was the didactic-methodological design for a multilingual readers' theater. For this purpose, literary texts were transformed into readers’ theatre texts in dialogic form. Pupils practice reading aloud in groups and afterwards present their individual parts in plenary. The design includes reading aloud by the teacher as an important modeling measure, as well as the subsequent communication based on the literary text between teacher and pupils. The design was developed following the design-based research approach (Van den Akker et al. 2006). Based on close cooperation among researchers and practitioners, the aim of DBR is to generate methodological and pedagogical innovations through systematic design, testing and redesign while working within the school context. The project aimed to contribute to the theoretical foundation of a multilingual approach through collaboration between research and practice, as well as providing a viable product for a multilingual approach to teaching: - a teaching / learning environment entailing multilingual readers’ theatre was developed, which increases the motivation for reading and consequently the reading skills of learners, whilst also increasing the acceptance among teachers and learners to engage more in learning processes in multilingual education settings, - best-practice examples of multilingual readers’ theater were developed that can be transferred to other contexts and allow differentiation according to performance levels as well as the inclusion of minority languages. 32 readers’ theatre scripts that combine different languages (e.g. german-english, german-french, german-english-french-minority languages, etc. ) are available for download from the project’s website (see below).- a professional development module for teachers was developed that instructs teachers in readers' theater and provides them with the necessary skills to implement the design. Two international Multiplier-Events were conducted in order to distribute the training module among those working in the field of teaching and education. A movie showing how MELT can be implemented in various classroom settings is available for download from the project’s website.- the project contributed to the theoretical substantiation of the multilingual-didactic approach in which the teaching /learning environment and multilingual readers 'theater' are supported by solid knowledge of the school and foreign language reading research as well as language teaching and learning research according to the design-based research approach. An international conference on the topic of multilingual reading intervention was held at the University of Education in Weingarten. A significant number of international experts in the field contributed to this event that attracted approximately 100 participants. The following measures are in place to ensure sustainability: All products (the multilingual readers’ theatre scripts, movie, didactical-methodological instructions) are available for free from the project’s website (http://melt-multilingual-readers-theatre.eu/ , see http://melt-multilingual-readers-theatre.eu/en/ for an English version). Next to papers published in educational journals, two books are available for purchase: a handbook that contains theoretical background and practical instructions on multilingual readers’ theatre and a further publication contains a collection of papers presented at the international conference on multilingual reading intervention. In the near future, more dissemination activities are planned (poster presentations, talks, publications). The Universities of Education will offer seminars on MELT to increase the sensitivity and knowledge of future teachers with respect to multilingual reading intervention. Further professional development sessions on MELT are also planned, for example a one-day event to be held in Luxemburg (organized and financed by SCRIPT) in the school year of 2018-2019.