VocFlo responded to current developments in VET policy in the European Union. These in turn are a response to the economic policy objectives of Agenda 2020. The EU wants to ensure that by the year 2020 75% of the people in working age are in employment. The currently extremely high levels of youth unemployment in many regions of Europe make clear what efforts are needed to achieve this goal. One of the causes of youth unemployment is seen in the lack of employability of vocational training graduates. It is criticized that many VET systems are too remote from the economy and offer insufficient opportunities to acquire the professional and personal skills required by the labor market. The EU therefore calls on its members to reform VET. VET and the economy have to cooperate with each other to compensate for the existing deficits.At this point the project VocFlo starts. Educational institutions at various levels and professional associations of floristry, together with experienced project coordinators, agreed on conceptual foundations for economic and European cross-border vocational training in this sector. They described units of learning outcomes and assigned learning outcomes to them. In order to facilitate the transfer of these units of learning outcomes into educational practice, methodological-didactic guidelines were designed for teachers. The results of the project were examined during its runtime in a Methodology Workshop for teachers as well as a Student Camp for their practicality and compatibility with the different vocational training systems. A training program has been developed and tested, which will enable further teachers and multipliers in floristry to implement the learning outcomes approach in their institutions.To ensure sustainability and to support the transfer of results into VET practice, a network, the European Mobility Network for Vocational Training in Floristry, has been established and cooperation with new network partners has been initiated. In the future, this network will offer cross-border mobilities where participants can complete selected units of learning outcomes. The project's products therefore include a organizational handbook for mobilities. The course of the project is documented in a field report, which is also used to disseminate the project results.The project contributes to improving the quality of training in floristry (strengthening the economic relevance of training), contributes to improving the transparency between European vocational qualifications and opens up possibilities for strengthening cross-border training cooperation (mobilities).

CONTEXT/BACKGROUND OF THE PROJECTThe world around us is increasingly digital. This is reflected in the current definition of literacy which identifies listening, speaking, reading, writing, numeracy and using everyday technology to communicate and handle information as key elements of basic skills required by every citizen. However, presently one out of four adults in Europe lack the necessary digital skills, impacting not only person’s opportunities in education, employment and community, but also the society and economy at large. To address this issue, six partners across Europe came up with the project IDEAL – Integrating Digital Education in Adult Literacy. The project focused on improving the digital skills of adult educators who work with disadvantaged groups and low skilled adult learners in all contexts. The main emphasis was on improving the employability, vocational learning and community learning of the low skilled adult learners. Consequently, the indirect target groups were post-18 students at risk of exclusion including immigrants, early school leavers, unemployed people, people with special needs and people with literacy and numeracy difficulties.NUMBER AND PROFILE OF PARTICIPATING ORGANIZATIONSThe project team included partners from six different countries: Finland, Ireland, Norway, Belgium, The Netherlands and Italy. Five of the organizations are adult education providers and one partner is an NGO. All partners brought specific competencies in the project. OBJECTIVESThe main overall objective of the IDEAL project was to provide guidance and training for adult educators across Europe on how to use ICT tools and digital methods to better deliver basic skills education. This was done through an integrative approach in collecting, sharing and disseminating innovative and inclusive teaching and learning practices using ICT tools and digital methods. DESCRIPTION OF MAIN ACTIVITIESProject included three types of main activities: developing four Intellectual Outputs to provide guidance and training for adult educators and share the existing pedagogical know-how of partner organizations; organizing two 5-day learning workshops in Finland and Italy; and organizing two multiplier events in Finland and Italy. During and after the project, project team jointly and all partners individually executed communication and dissemination activities. The project team also established an effective quality and evaluation system for ensuring proper monitoring and evaluation of the project management and its results.The intellectual outputs developed within the project include an Online Toolkit with Context and Needs analysis, Good Practice Guidelines and Video Tutorials. All Intellectual Outputs are available online at www.erasmusideal.com and will be integrated in the learning programs in the partner organizations.RESULTS AND IMPACT ATTAINEDThe IDEAL project team explored what kind of skills are needed in different contexts and how teachers’ competencies could be developed by sharing knowledge, experiences and good practices. Project products include materials and teaching activities for adult educators shared through online toolkit, workshops and seminars. As a result of the project, teachers and trainers have become more skilled and confident in integrating innovative digital methods in their everyday teaching context, including multimedia application, the use of video, virtual learning environments, social media and gaming. Through the online toolkit developed in the project, teachers across Europe have access to quick and easy booklets and video guides on how to teach literacy and numeracy using ICT. Project results include:-52 people participated in the 5-day learning workshops in Finland and Italy, increasing their knowledge, understanding and skills in using ICT in basic skills teaching -144 external participants in the two multiplier events in Finland and Italy-2632 visitors at the IDEAL website until 31 August 2017-More than 500 people reached internally and approximately 3,000 people externally through dissemination events, information sessions and workshopsLONGER-TERM BENEFITSPartner organizations report about major improvements in their practices related to digital integration in learning, teaching and training. The project has not only developed the competences of individual adult educators, but has also helped to ensure that strategic choices have been made in partner organizations regarding staff training plans or purchasing of ICT equipment.Participants continue to share their learning through internal and external dissemination, for example by leading workshops and communicating the results to the project target groups. This strategic partnership project also created an active European network of adult education teachers and trainers that will continue to be exploited in future cooperation projects.

In general, the flipped classroom methodology supports self-directed learning and has the potential of improving the quality of learning. However, this methodology can be challenging for adult educators with students who lack study skills, have literacy issues and/or have limited access to internet and technical facilities. This target group was our main interest as there was little existing material or guidance available on flipped learning in adult basic education context. The aim of the project was to promote the use of flipped classroom methodologies in adult education, and to create engaging and accessible content for adult learners with low digital competences and/or basic skills. In the project we produced open learning material for adult educators on flipped learning.In particular, the objectives included:- To develop practical tools for increasing adult educators’ competences in implementing and adapting flipped classroom methodology when teaching adults learning basic skills- To develop adult learners’ basic skills, particularly literacy, digital skills and independent learning skills through quality learning opportunities around blended and flipped learning- To increase the strategic and integrated use of ICT in adult education, using tools such as virtual learning environments and games (eg. Seppo, Moodle, Edmodo)- To develop Open Digital Badge process to recognise the professional development of adult educators in the area of flipped classroom and effective use of ICT in teaching of literacy, numeracy and basic skills- To network and share experiences with European adult education partners on using flipped classroom in practiceACTIVITIESThe learning, teaching and training (LTT) 4-day event benefited in total 27 participants ranging from second language teachers to vocational teachers and adult basic education teachers. Having these diverse target groups in each partner country allowed us also to change practices and ideas of how flipped learning can be adapted in different contexts to engage learners better. Partners shared their earlier expertise related to digital pedagogy and learnt new skills both through peer-learning and through external experts. The participants were accredited with an advanced level Open Digital Badge for their learning.After the LTT event, the 27 adult educators trained continued and pilot their learning in practical teaching work. These piloting activities were central in the creation and development of the Intellectual Outputs of the project: participants developed short videos for the online course (IO2) and descriptions of good practice (IO3). LTT participants also organised internal training sessions in each partner organisation to tutor their colleagues on flipped learning.Four Intellectual Outputs were developed to offer support for integrating flipped classroom approach in adult education.- IO1, Theoretical context: explores the pedagogy behind the flipped classroom method and looks at ways to adapt flipped classroom method for the target groups of adults learning basic skills- IO2, Online course for adult educators: presents cases and experiences from real-life on the use of flipped classroom with adults learning basic skills- IO3, Good practice guidelines: offers guidance to create good quality content for flipped classroom purposes in adult education- IO4, Open Digital Badge system: explains why and how to use Open Badges to accredit adult educators’ and learners’ skills and competencesRESULTS AND IMPACT By training educators, developing project outputs and disseminating the learning resources created in the project, we have increased adult educators' competence in implementing and adapting of the flipped classroom methodology for teaching adult learners basic skills (literacy, digital and learning to learn competences). The outputs provide educators with tools and approaches they can use for planning their lessons and delivering the content, and also increase awareness and knowledge of the challenges and benefits of using the flipped classroom methodology with adult learners.The project has also increased understanding of how to capture and measure impact of learning and professional development through Open Digital Badges. In total 130 Open Badges “FLIPing the Adult Classroom” related to project results were released between December 2020 and February 2021. Overall, the project reached:- 27 adult educators (4+ from each partner) trained in the flipped classroom methodology- 150 educators trained internally in our partner organisations- 244 adult learners involved in the piloting phase, hundreds more later on- Over 2300 stakeholders directly through project dissemination efforts: workshops, events or presentations - Thousands of people through the FLIP-IDEAL website, national EPALE sites, e-newsletters, and social media

The integration of migrants is one of the greatest current challenges facing Europe. In our globalised world, migration is a fact of life. Migrants are crucial for the future of many European countries, to meet gaps in the workforce as well as to reverse negative trends in birth rates. In order to support their full integration and avoid social exclusion, migrants should be supported in participating in the labour market and civic society. Learning the language of the host country is an urgent precondition for such participation, and in this, language education has a key role to play. Without mastery of the host language they face greater barriers to integration, diminishing their economic potential and creating additional costs for public services such as health and social care, education, crime, and local government. To meet the demand for migrant language education there is a need for greater numbers of trained educators. However, the scale of need, and restrictions on national education budgets, means that it may be necessary to rethink our approach to the language education of adult migrants and look beyond the formal classroom. Volunteers can play a number of important roles in supporting or supplementing the formal language learning of adult migrants.There are nine partners from four different countries: the Netherlands, the UK, Slovenia and Denmark. All of the organisations are experienced in working with migrant education and in the use of volunteers in such provision. The partners can be profiled as NGOs, university, local educational (volunteer)organisations and researchers in the field of language education. The target groups of the project are volunteers and professional teachers working in migrant language and literacy education, providers of such provision, policymakers and adult migrant learners. In the initial stage of the project we carried out desk research and qualitative research with learners, volunteers and professionals to understand the contexts in which volunteers were involved in the migrant language education process and the roles that they played. Following this desk research we agreed an overall framework for the outputs of the project (IO1 – Framework); this document has informed the development of the other outputs on the project. We also developed role descriptors and competence profiles for the identified roles, a screening tool for migrant education providers to select appropriate volunteers, and training modules (with trainer guidance) to support the volunteers in carrying out the specified roles. The training modules and screening tool were piloted with volunteers in the four countries. The pilots were evaluated and the lessons from the four countries were synthesized. These informed the development of the final versions of the training modules and screening tool. We also developed an information guide for policy-makers and another for practitioners.In the first year of the project, we focused on developing the framework and (concept) model to identify specific roles and tasks for volunteers. We started by selecting target groups of different stakeholders to be interviewed and developing the guidelines for those interviews. Then the team members interviewed 16 – 24 stakeholders in each country of the project (Slovenia, Denmark, UK and The Netherlands), and used these as a basis for the development of the framework and the concept model. In April 2017 the first four ME took place to disseminate the framework and concept model more thoroughly in our countries and to improve the model with the intention to come up with a model which is easy to use for those we develop it for. We subsequently gathered feedback on the model from others by means of dissemination activities and consultation with Third Circle members and used this information to improve the model. We also produced draft outlines of the eight training modules; a Selection Tool (with a learner typology incorporated) in order to assign a suitable role to a volunteer and match volunteers and learners. At the October 2017 London transnational project meeting we finalised the Framework and Model as well as the Selection Tools. We also agreed on the content of the eight Training Modules and produced deliverable training modules in the national languages of the project partners. These were piloted in each of the four countries between January to April 2018. The pilots were evaluated and assessed at the penultimate project meeting in Zalec in April 2018, where decisions were also made about the process to arrive at the final versions of the project outputs. At the Zalec meeting we also discussed first drafts of the information guides for policy-makers and practitioners. At the final project meeting in Utrecht we agreed final versions for each of the specified intellectual outputs and send all pre-final product to our Third Circle partners to receive their feedback and investigate the value of our product for thei

BackgroundMany European businesses & industries face great challenges in order to remain competitive players in the global arena. The EUCVET (European class in vocational education & training) project was designed to meet some of the challenges: Many companies still can't fill their vacancies In a study from Cedefop on European skill needs it is forecasted a net employment increase of almost 9.5 million jobs at the medium educational level (ISCED level 3 & 4) between 2006 & 2015. At the same time there are a large number of young, educated people available for work.In a recent survey from McKinsey & Company (Education to employment: Designing a system that works, 2012), 43% of the employers stated that candidates don't possess the skills they need. Yet 72% of educators believe new graduates are qualified to land jobs in the real world. In conclusion, educators don’t seem to be aware of what employers are looking for & students may have skills, but not the right ones. For instance, international experience is highly appreciated by the employers. Still few students are provided a transnational learning opportunity as part of their education.Many schools have limited cooperation with the world of workThe leap from school to the workplace is more fraught with fantasy than ever because schools continue to train students for skills not in line with the skills needs of the labour market. In the EU alone there are major flaws in the education system that go unfixed because institutions refuse to work together. The world is constantly changing – but the education system continues to drag its heels.Vocational training (VET) less valued by young peopleIn the above mentioned survey, McKinsey & Company found that nearly 2/3 of the young people who participated in the study agreed that vocational training was less valued by society. Fewer than 40% of those who said they preferred vocational work actually sought out this type of training. In Sweden alone, only 28% of young people apply for vocational education. At the same time, youth unemployment in Sweden is 25%.ECVET – still a well-kept secretFew VET providers in Europe have discovered ECVET (European credit system for vocational education & training) as a mean to quality assure learning opportunities abroad & for VET development. Too few projects utilizing ECVET in practice have been conducted making it difficult to communicate the ‘real’ added value of ECVET. ECVET also needs further investigation, eg is still a challenge for VET teachers to describe & assess learning outcomes. EUCVET - Aim & objectivesThe aim of the EUCVET project was to continue to elaborate on ECVET & the European class concept, & to transfer it to new VET sectors. The project was expected to reach the following objectives:- New units of learning outcomes in welding, trucks maintenance, & automation- An assessment scheme for assessing the learning outcomes, i.e knowledge AND skills and competences - An ECVET Introduction for beginners- New European classes in welding, automation, & trucks maintenancePartnershipVET schools in France, Sweden, Finland, the Netherlands, Spain, & Turkey. Lead partner & project coordinator – Kungsbacka municipality, Sweden.- VET teachers from the involved sectors (tot 14)- VET students from the involved VET schools (tot 18) - Representatives from VET providers (tot 3)- Representatives from public body (tot 2)Project activities & multiplier events- Project meetings (tot 6)- Multiplier events (tot 1)- Project coordination- DisseminationIntellectual outputs & learner mobilitiesIn Automotive - 5 units of learning outcomes In Industrial automation – 3 units of learning outcomesIn Welding – 1 unit of learning outcomesThere is a suggestions for assessment scheme for each unit to assess the learning outcomes. Two of the assessment schemes provide the students an opportunity to achieve a European/international vocational certification.A board game – the EUCVET Game – has been developed to introduce ECVET to beginners in a fun and innovative way.3 different European Classes have been carried out with students & accompanying teachers to verify the units of learning outcomes & assessment schemes (automotive in Sweden, industrial automation in Turkey, & welding in Finland).Impact & long-term benefits- Increased attractiveness of involved VET- Increased cooperation with the world of work- Increased number of transnational mobility opportunities for VET students- Increased teacher readiness for international cooperation in the involved VET programs- Increased knowledge of how to utilize ECVET to organize transparent & transferable transnational learning opportunities- Improved student results & higher motivation - Decreased mismatch of skills needs & VET output- Decreased youth unemployment & increased EU labor mobility(See below for more details!)