"VET towards ECVET covers the consideration of ECVET in trainings related to tourism. We notably focus on 2 sectors : hotel receptionist and seller in touristic areas. This project involves French, Northern Irish, German, Portuguese and Italian partners to implement a certifying mobility of 45 days in order to validate learning units of the professional titles ""Seller in touristic areas"" and of ""Hotel receptionist"". The project meets the needs in both sectors to prove mastery of a foreign language and cross-cultural approach to customer service.In 2009, the European Parliament and the Council recommended that member states ""create the necessary conditions and adopt measures so that, as from 2012 [...], it is possible for ECVET to be gradually applied to VET qualifications at all levels of the EQF, and used for the purpose of the transfer, recognition and accumulation of individuals' learning outcomes achieved in formal and, where appropriate, non-formal and informal contexts"" (cf. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0011:0018:EN:PDF)The target audience consists of people in VET, unemployed or low level qualifications, seeking to maximize their employment opportunities in the tourism sector. Participants will do a 45-day professional internship in one of our partner countries. This period spent abroad will be certified in the learning of the ECVET system defined in advance with our European partners through units.Developing an ECVET project for VET providers with agreed learning outcomes and assessment criteria allows all stakeholders to see the development of professional competences and transversal skills which takes place during the mobility and training period. This gives an added value to the Mobility. Tools are developed, modified and agreed upon which suit the individual learning needs of the participant - they are put at the centre of the mobility. Such a project also helps focus the efforts of the host companies and the participants providing a more meaningful placement with tasks that would help develop the skills required by the sending companies. It creates a win-win situation for all.With quality mobilities being offered we hope that more participants from across Europe in the field of sales and tourism would elect to take a mobility abroad within the partnership and if the project aims and tools created were adopted by other sending and hosting companies and VET provideres then there is an even greater potential that the number of Mobilities in Europe would increase."

"The phenomenon of social exclusion due to poor literacy skills had always seemed to us quite alarming at a European level - not only statistically but in our daily field work and partner discussions. Considering demographic trends over the past several years, with third country and internal EU migration, the situation presents elevated risks for our European socio-economic cohesion. Many external and intra-EU migrants have low literacy skills which limit their possibility of integration and their exercise of citizenship rights, with evident risks also for overall social security.Although recent external migration figures seems to decrease, all DISI partners held regular discussions and tried to find a way to intervene in an innovative way by presenting practical solutions and tools able to facilitate literacy acquisition efforts. Addressing this context remained a leading force throughout DISI. Moreover, the situation the project addressed remained common for all partner countries (and in our opinion for all Europe), hence the need to tackle it at a transnational level.We traced the rising number of nationally existent literacy courses in L2 while attempting to encompass and share reflections on current learning and teaching models at a European level.Traditional methodologies proved not always adequate or sufficient to respond to the growing need of migrant people, while ICT in such courses has been statistically (and empirically) reported at levels not able to fulfill their complete potential (if used at all).We tried to synthesise a practical and systematic approach to fight illiteracy and to improve reading (and writing/typing, even calculating) skills among adults.We confirmed our initial observations that for the target group addressed by the project (adult immigrants and refugees) an additional level of marginalization exists, resulting in a digital divide. This new challenge for teachers and practitioners evoked the need to embed ICT in all approaches and tools, taking it into account when developing educational plans or new social policies in order to have a real impact. In developed countries and societies, new technologies have become essential parts in citizens' life. And despite this, many practitioners and teachers often reported lacking the necessary competences or adequate instruments to cope with this new challenge.Therefore we confirmed and sustained our instrumental Objectives: 1) We exchanged and compared experiences and case studies carried out in the partner countries about ICT-supported teaching methodologies used in L2 (called iL2) with illiterate or low educated adult migrants. 2) We developed an Analytical Gridwork starting from best practices identified and using the case study methodology. The comparative Gridwork has been able to highlight and help us evaluate innovative elements, similarities and differences, strong points and weaknesses, thus comparing methodologies and highlighting possible further development in technological terms (tools, application, etc.). Main emphasis for us remained the use of ICT in teaching adult migrant people at risk of social exclusion. After the initial research (secondary and some primary) we developed a Methodological model and concise guidelines for teachers and practitioners (as well as a video-tutorial) on how to use ICT in literacy courses and in teaching languages as L2 to adult migrant people with low - or no - educational levels. 3) We piloted the methodological model and guidelines in all 5 partner countries. 4) A crucial element was represented by the MOOC (Massive Open Online Course) we developed. It is addressed to teachers with view of facilitating their training on the use of ICT in language classes with the above mentioned target group. 5) We actively disseminated the Methodological model and Guidelines, as well as the final version of the MOOC through strong online presence, in addition to the National events in all partner countries, as well as the Final European Conference. Events were addressed to adult education staff, researchers and stakeholders able to further promote the use and potential of ICT in iL2 education. 6) We evaluated the impact of all analyzed case studies and assessed their effect on social inclusion of illiterate or low educated migrant people. Throughout DISI we highlighted those elements which should be further integrated and developed to guarantee good learning results and reduce the digital gap.The project remained in line with priorities stated initially: ""Promoting citizenship and common values of freedom, tolerance and non-discrimination through education"": i.e. Paris pt.2: ""ensuring inclusive education for children and adults which combats racism and discrimination on any ground, promotes citizenship and teaches them to understand and to accept differences of opinion, conviction, belief and lifestyle, while respecting the rule of law, diversity and gender equality""."

The Motive project aims at boosting skills and employability through the development of an informal learning and validation methodology which supports adult learners and community development. This will be piloted in 5 different countries with 5 groups of marginalised learners. Motive provides a flexible pathway for adult learning including validation of prior learning. The project will develop the methodology and accompanying training and learning resources through 5 phase approach:Phase 1- Research and Consultation The partnership will research good practices around personal development in their own country and 15 effective validation tools within community informal and non-formal learning. The partnership will use the findings to inform the development of the Intellectual outputs and to identify the ways that the Motive method and resources are both innovative and complementary to existing European resources. The partnership will also consult with target learners to ascertain what the specific barriers they face and to begin the recruitment of Community Learning Champions within each of the partner countries. Phase 2- Motivate: 5 national Trainers will participate in the initial pilot of the Community Learning Champions course. They will travel to the UK to be trained with the developed CLC training course. This training will equip them with the skills and knowledge to support the CLCs in their new role of Community Learning Managers - CLMs They will recruit 5 CLCs 25 in total and deliver a local training course to adult learners on how to support personal and self development within informal and non formal learning and support learners from marginalised backgrounds to validate their skills. Broadcasting clips involving CLMs, CLCs and adult learners will be developed on a national level targeted at learners and the wider public to raise awareness and increase attractiveness. Phase 3 - Innovate: P25 CLCs will engage with 150 learners through facilitating practical informal and non formal group workshops CREDOs (Community Resilience Employability Development Opportunities which will help learners to develop their own personal pathway of learning and harness their interests and passions. These learning opportunities will also be of benefit to the wider community, for example health promotion days. The CLCs will provide further support and guidance to enable the adult learners to recognise the skills and competencies that they already possess and are using within the learning activity and new skills that they are developing. During this phase of the project CLMs will also pilot the Motive process guidelines and learning resources which the partnership develops to support the CLCs.The pilot will investigate 3 dimensions of the training resources and toolkit developed for Community Learning Champion the toolkit itself, b.) How to create a rich learning initiative for others? c.) And, how this process supports learners to move onto positive pathways for example further education?Phase 4- Validate: As discussed in Stage 3 the CLCS will support the Adult Learners to recognise existing and developing skills and competencies which are identified as key skills within employability. They will do this through the piloting of the Motive Validation toolkit for informal learning. This will be developed through the partnership using the collection of good practices developed in Phase 1 of the project. The Partnership will also develop other OERs which enable learners to validate their skills in a variety of ways. – through use of methods such as a personal learning journey, action planning, learning portfolio linking to Europass and EQF. Broadcasting clips involving Adult Education staff, CLCs and adult learners will be developed on a national level demonstrating the successful journey of informal learners in validating these skills. As part of this phase of delivery the CLMs will support CLCs to validate their own skills and learning using the Validation toolkit. Phase 5- Evaluate: 16 of the Community Learning Champions will also be given the opportunity to undertake a new and innovate 3thinking Impact Assessment. This impact assessment will be based on creative approach which has been developed by P4 which looks at a project in relation to the person, the organisation delivering it, and the community as a whole. The CLCs will travel to LT to participate in a pilot training course in the 3thinking Impact Assessment. Following on from this the CLCs will complete the impact assessment in their own countries with support from their CLM and P4 and P1. The findings of the Impact Assessment will be put into a National Impact Assessment report and these will be summarised in an EU Executive Summary detailing the findings and conclusions from each of the partner country pilots and making recommendations about how to improve the Motive method and how it can be used in different settings