Supporting the efforts of EU member states to help integrate migrants and refugees into Europe's education systems and ensure their skills development is an urgent and demanding task. The project Valorising Migrants’ experience to increase their Occupational Skills (VAMOS) aims to tackle this existing challenge in all EU countries by valorising migrants’ own experience to act as recognized professionals in Migrants’ labour and social inclusion. Therefore, VAMOS, will achieve a double aim: to enhance labour integration of experienced migrants and to improve the social and labour integration of newcomers.VAMOS consortium, led by Asociacion Horuelo (Spain), is made up of 8 organizations from Greece, Italy, UK and Spain that have a long experience in training and inclusion initiatives with Migrant population. Indeed, four of them have worked in a project called Refugees and Migrants Inclusion Toolkit – REMINT (2017-1-IT01-KA202-006177) that inspired this proposal. The main outcomes to be developed along the 32 months project duration are: -IO1. Professional profile of the Expert in Migrants’ Labour and Social Inclusion. -IO2. Assessment tool on key competencies for Migrants’ Labour and Social Inclusion.-IO3. Training course. Expert in Migrants’ Labour and Social Inclusion.-IO4. Guidelines for Newcomers from Migration Experiences.Other results related to the main Intellectual outputs will be: -VAMOS network. -Guidelines for facilitators. -A repository of Learning materials. VAMOS partnership will put special efforts to dissemination of project results, quality assurance and evaluation as they will be key factors to achieve the project goals and spread the results among other relevant stakeholders at national and international level.

<< Background >>LIBERTEC is the result of 3 years of scientific reflection and work on the issues regarding both high quality-inclusive ECEC and 0-6 Services modernization, that found in the recent Covid emergency a hastening trigger. The ECEC Services tackled the challenge launched by the pandemic to the whole Education system to rapidly adapt themselves, their daily routine and educational strategies, finding in ICTs useful solutions. Recurring to remote work and online meetings for the educational pool and the organization of distance activities (where possible) such as videos, readings aloud and songs for children accelerated the ECEC technological transformation: never as now the digital responsiveness of the 0-6 Services has been fundamental. Therefore, being able to manage distance educational interventions and to carry out their pedagogical coordination thanks to high digitally skilled staff became indispensable, beyond representing an essential requirement to raise ECEC quality and inclusiveness. LIBERTEC wants to give a concrete response to this need through the development of a digitized pedagogical documentation system aimed to raise digital readiness, quality of educational and organizational Services’ work, as well as their external relations’ efficacy (with families and local institutional stakeholders). The adoption of a digitized documentation system can support ECEC operators in their commitments, that are increasingly complex due to the steadily evolving educational methodologies, the updating of legislations and to the change of rules to manage and document daily work, that could require also remote-work. An effective and standardized documentation, especially if digitized, can become a methodological and pedagogical strength for the Services as it allows to organize/save files and materials to make the data collection-storing a norm. Internal procedures, educational strategies and activities and all the useful materials can be easily catalogued, systematized and made quickly transferable and usable in daily work by educators and pedagogical coordinators, giving to all the internal operators the same working structure and contents.Concerning the users, the families can be involved more transparently in their children school life through the effective access to clear pedagogical documentation, also enhancing mutual trust with the Service, while children can gain further opportunities to develop their social and cognitive skills. Thanks to the digitized documentary practice - done e.g. by video-photos storing, educative products’ preservation, activities' traceability- they will be able to recognize themselves and their daily life in kindergarten/preschool. The entrance at systemic level of a standard digitized repository for management procedures and pedagogical strategies can also facilitate the institutional parts in a better work-checking and in controlling the accomplishment of the due administrative requirements.High quality ECEC – together with the modernization of 0-6 Services - constitutes the ideal fil rouge of LIBERTEC as well as its main final goal. Working on this theme means contribute to sustain social cohesion and inclusion dynamics through education since its earliest stages in several ways (e.g. they can serve as meeting space for families and contribute to develop children language competences, both in the Service’s language and first language). Moreover, the Covid emergency relighted the public debate on importance of adequate and inclusive ECEC systems, revealing its consequences on children, family wellbeing and female employment. High quality Services can contribute to break the cycle of disadvantage among children (boosting also female employment) and to help them in acquiring/developing abilities whose benefits can be seen beyond childhood into later educational and life achievements.<< Objectives >>While in ECEC there is a wide debate on issues such as routines and traditional or experimental pedagogy, we believe that discussing on correct pedagogical documentation is essential to pursue its high quality, especially if it entails to resort to ICT and –consequently– to provide educators adequate digital skills to deal with daily assignments. LIBERTEC aims to improve the quality of 0-6 Educational Services working on their modernization and on operators’ competences upgrade. It will be done developing specific GUIDELINES (R1) reporting the best European educational practices for the 0-6 age range and an innovative model to perform the traditional documentation of daily pedagogical/management work.Through the LIBERTEC project, partners expect to:1. Create the model for digitized pedagogical documentation focused on standards and needs of school facilities for 0-6 children. The model will be drawn by specific GUIDELINES (R1) and a tailored package of digital competences for operators to perform the documentary task and to manage: remote team-work (if needed), possible distance educational activities and relations with families and third parties.The specific skills’ package will be designed taking into account the European Digital Competence Framework for Educators (DigCompEdu), to enable operators to:- effectively interact within the Services and with users (internal sharing-transferability, access, transparency, security/privacy);- use and/or design educative digital resources (according to features/limits and possible specific needs per each age group);- evaluate/adapt the educational strategies and/or the internal management procedures.2. Sustain sharing of good pedagogical and management practices in use in partner countries aimed to early childhood (kindergarten, preschools, other services for 0-6 children) and promoting their highlighting, for a proper collection. The GUIDELINES – indeed – will be developed starting from the analysis of daily practices, already adopted by the partners, but not formally detected and recognized. These practices will be renewed by applying ICT potentialities and completed by the skills required to operators. R1 will have a strongly operational character, including a set of pedagogic and management tools, activities and strategies that can be applied by educators to improve their daily assignments, especially those referred to documentary task.Three main activities are considered fundamental in EU early childhood schools:1) Management of daily routines;2) Definition of play/teaching spaces;3) Pedagogical documentation.If the recognition and the mutual exchange on the first two issues will entail to highlight good educational practices that deserve to be shared, transferred and borrowed among ECEC organizations, the third represents the core aspect of LIBERTEC GUIDELINES. The digitized documentation will be actualized through a proper Digital Library: a corporate secure system to store files that can be set, managed and updated in each Service - according to the single technological asset already in use - by trained operators. The Library will store internal procedures/daily activities, supporting an easy-safe access to official work tools and documents, also paying attention to adopt proper Blockchain technology.All the achieved results will be put at disposal of all the institutions/organizations and professionals working in ECEC thanks to free OER, available from a specific website devoted to LIBERTEC (as well as from those of partner organizations). Concerning the specific pedagogical GUIDELINES’ contents a special regard will be placed in giving relevance to all the social-emotional aspects connected with early childhood education because a full and rich educational experience can contribute to enable children to learn how to be empathic, learn about their rights, equality, tolerance and diversity, starting from the beginning of their school path.<< Implementation >>Close to the transversal activities such as general project management and Partnership work coordination, assessment procedures and dissemination campaigns, the core activities to be realized by partners are related to the development of project's results. These activities are aimed to ensure the proper running of the whole complex of LIBERTEC's actions, to achieve the final objectives - with special regard to the creation of the GUIDELINES - and to effectively pursue the outcomes' sharing and valorization, as well as their sustainable impact in time.The work-plan is articulated in operational tasks having their own main goals, milestones and related outcomes and they are identified by assigning a responsible partner. Tasks distribution was carefully defined during proposal’s preparation considering features, scientific or technical expertise and experience in 0-6 Education shown by each partner:- CEPISS: General project Coordinator and Leader of R1 with fully centered experience on pedagogical documentation as manager of several preschools adopting, in some pilot Services, a specific experimental web App;- CM Whole Quality Assurance Leader;- UMA Scientific Supervisor as Academic partner;- ASDJD, PRICHINDEL, PINOLIVO key pilot partner preschools. They will play a crucial role in the educators’ needs analysis preliminary to R1 contents’ definition and in the field-test, as they will apply the digitized documentation procedures within their daily activities.Partners agreed to base the whole LIBERTEC’s managerial strategy on the Next Generation EU pillars, aiming to a modern and more sustainable Europe fit to face the digital and green transitions. Considering these key dimensions for partners means increasing the impact and quality of their Cooperation project. The implementation logistic aspects, especially related to such actions as: transnational meetings, Sharing-promotion-valorization, LTTA, will be designed in an eco-friendly way looking at low environmental impacts and incorporating digital practices.Partners will realize the following actions, applying a collaborative work methodology, safeguarding a target-oriented process:1) PREPARATION essential to confirm common view on goals, scenarios and expected results, agreeing on responsibilities, competences and mutual expectations so as to ensure the effective project’s planning and high-quality implementing actions2) GENERAL MANAGEMENT: professional administration & coordination of LIBERTEC, including arrangement of official TPMs both online and in presence, internal/external communication and cooperation strategies;3) R1 IMPLEMENTATION for the development of the core project’s deliverable; “LIBERTEC Guidelines for ECEC Services’ digitized pedagogical & management documentation”, articulated in sub-actions:3.1Mapping: Initial recognition on ECEC good practices and documentary methodologies, including those which already apply possible ICTs supports, focusing: implementation methods, ICT requisites, achieved results and pedagogical implications, operators’ digital needs,3.2Contents’ drafting integrating the EU DigCompEdu references, to manage Library’s technological potentials3.3LTTA: to train a selected group of operators coming from each partner country on GUIDELINES’ contents3.4Local Workshops: to widen the operators’ training on digitized documentation methodologies and prepare an effective setting for the field test3.5Experimentation: to test the effectiveness of digitized documentation within daily educative commitments, family relations and external institutional connections of preschools3.6Final validation, Editing and OER conversion 4) ASSESSMENT: project’s steadily monitoring, evaluation and quality assurance 5) SHARING, PROMOTION AND VALORIZATION OF PROJECT’S RESULTS toward ECEC professionals, public/private kindergartens and pre-schools, training organizations, universities, public institutions and policies makers in the ECEC area.<< Results >>LIBERTEC’s main results are represented by:1) PROJECT’S CORE DELIVERABLE: THE R1 GUIDELINES, providing an original digitized pedagogical documentation model arisen from the analysis of daily good educative/management/documentary practices among partners. The documentation will incorporate tailored requisites for secure sharing (privacy) and blockchain technology, based on ICT assets’ safe use and adequate operators’ digital competences (DigCompEdu). It will be done through a Digital Library, a corporate secure system to store files that will be set, managed and updated in each Service - according to the single technological asset already in use - by trained operators. Library will store internal procedures/daily activities, supporting an easy-safe access to official work tools & documents, allowing to:a) Organize, catalogue and save files/materials, ruling the data storing in a centralized systemb) Quickly select, consult, share and use these contents, making them daily transferable/usable by team, families, and third parties (according to the user’s profile and needs)c) Strengthen internal management/external communication capacity of pedagogical coordinators by instant means (e.g in managing parental receptions or the Open Days) d) Ensure the same quality level and efficacy, giving to all the internal operators the same working structure and contentse) Create specific and safe media education paths for 3-6 childrenf) Support Service’s inclusiveness, making all its actors (professionals, institutions, children, families) aware of the complex work done in ECEC everyday.The results of the initial mapping on ECEC status in partner countries will flow in a smart Compendium of best practices, pointing out the more interesting ones - calibrated per age groups - that could be used to enrich the educational offer for children. Therefore, within the R1 implementation an additional intermediate significant result will be produced that can be put at disposal of educators: a reasoned overview on European ECEC policies end trends.2) OTHER OUTCOMES2.1 PROFESSIONAL DEVELOPMENT OF ECEC OPERATORS (EDUCATORS, COORDINATORS, CARE-STAFF AND ADMINISTRATIVE), thanks to applying digitized systems for pedagogical documentation and the improvement of their own digital competences. It can raise quality of their educational & managerial work as well as the efficacy of internal/external relations (with colleagues, families and local institutional stakeholders) and their documentary skills, to transfer the contents of the didactic work, creating high quality standards.2.2 SOCIO-EDUCATIONAL CONSEQUENCES ON THE MAIN PROJECT’S OTHER PARTICIPANTS (families, 0-6 children)Mutual trust between parents, Services and educators can be enhanced by the potentials of digitized documentation, contributing to a more clear/safe interaction among them as they can be better aware of the procedural efficacy and pedagogical consistency of the actions aimed to their children. Children can benefit both from the renewed educational strategies to be used to promote their own potential/identity, and from the innovated way of documentation (e.g. video-photos storing, educative products preservation, activities' traceability, etc.), to recognize themselves and their daily life in preschool, gaining further ways to develop social and cognitive skills.2.3 SYSTEMIC IMPACTS ON ECEC SERVICES’ ORGANIZATION, through a more strategic and integrated use of ICTs and OER also in this area improving quality standards and inclusiveness of this key initial educational step, extremely relevant for children from disadvantaged backgrounds. High quality Services can contribute to break the cycle of disadvantage among children (boosting also female employment) and to help them in acquiring/developing abilities whose benefits can be seen beyond childhood into later educational and life achievements.

"YOU-ROPE, Youth Rites of Passage in Europe is the result of over two years of reflections about the rites of passage in use in the involved European countries, their analysis, comparison, sharing and pilot implementation through the involvement of hundred young people, who participated actively in its realization from the start-up to the final Multiplier Event, held in Italy in October 2019. The initial YOU-ROPE's concept is based on the ROPE, Rites of Passage Experience Model implemented by The Center for Youth & Community, Inc. (USA), which given its theoretical contribution and constituted the basic reference for the youth community framework implemented within the project.The main aim of YOU-ROPE project have been to prevent youth problems through a more effective, integrated and coordinated approach to education and social inclusion, realised by implementing and adopting a shared model ""youth and community development through rites of passage"" and by integrating interventions during critical points of transition from childhood to adulthood.Participants n. 6 European organisations: Applicant Coordinator: CEPISS Coop. Soc. (IT); Partners: LabCom – Spin Off UNIFI (IT) Centro Machiavelli S.r.l. – Training Agency and EU Projects Dept – Florence (IT); ETCS Coop. Soc. – Barcelona (ES); ECTE - European Center in Training for Employment - Rethymno (GR); Associatia Psiterra (RO).The project involved mainly educators, youth workers and adolescents as direct target groups during the survey (IO1) and the test-run of the ROPEs Model.To achieve its main objectives, YOU-ROPE created and implemented two core Intellectual Outputs:- IO1 - Framework Survey that allowed to the consortium to collect important information about Rites of Passage in use in the partners' countries, and to develop effective guidelines for the model application, useful for organisations who intend to use this information in the future.- IO3 - Guidelines containing information and instructions for the youth workers/professionals interested in applying the ROPEs model in their working environment.The direct target group involved were youth workers and professionals, secondary schools for the extra-curricular activities, training centers, associations, municipalities especially with their youth policies, etc. All IOs have been realised involving these actors. They have been all addressed as recipients of the dissemination activities and some of them have been also involved during activities both as stakeholders and experts about the project topic.Thanks to the practical and active actions of the six official partners organisations and their associated partners within the local communities of the three involved countries (Italy, Greece, Romania and Spain), YOU-ROPE engaged several hundred participants among young people as part of powerful forces in mentoring the youngest adolescents toward the improvement of their awareness that they belong to a certain community, supporting in this way their social inclusion, giving a concrete contribution to the marginalisation prevention. This result can be considered the main impact that gave a real contribution to reduce the social withdrawal, allowing to all final beneficiaries involved to feel more recognised and integrated into their belonging communities. Thanks to these overall results, YOU-ROPE can be considered a successful project that tested a good practice, which could have good impact on the whole involved communities as long-term benefit, especially because it acted by transferring pathways to youth workers, teachers/trainers for promoting ""positive"" rites of passage practices, that can be surely adopted with good results by young generations."

The project aims to analyse and assess the skills and competences acquired in non-formal education, to empower the voluntary capacity of youth and study the influence that these voluntary activities and skills have on the employability. There are few studies or research to talk about this topic and we believe it is necessary to generate information about especially in our region, to promote the employability of the young people who have been or are volunteers, in a time when one of the most serious and major problems of youth in our countries (Spain, Portugal and Italy) is unemployment.The main goals are:- Encourage the development of skills acquired in non-formal education and its recognition and validation.- To disseminate the skills and competences acquired during periods of voluntary- Develop the skills of criticism and self-criticism of the participants- Exchange of good practices in the management and implementation of projects.- Network with businesses and organizations that value the skills and competences acquired in non-formal education.Throughout the project 167 young volunteers from different areas will be involved and they will work in the design of the various intellectual results and the training and learning will take place.After first transnational meeting between the three partners, in order to coordinate and plan the project, we will have a youth employability training: labor market needs, and develop a curriculum like facing an interview, Europass...Intellectual products that will result will be: - Guidebook for companies: A guide with the main competencies and skills acquired during periods of voluntary. The aim is to create a tool for companies to let them know what competencies and skills that has a potential worker in that have formed during a period of his life are in the associative structure and volunteering. - Blog of experience and good practices: a blog with volunteer experiences and learning in non-formal education, workers who have volunteered / as throughout his life and count that has given them a professional level will be created and good practices of companies that value the skills and competences acquired during periods of volunteering.- Audiovisual Training Material: Short Videos of 2 to 3 minutes on specific topics that have to do with acquired skills .Finally for the dissemination of intellectual products will be carried out boxes events in the month of June . Would be to submit to territorial or sectoral level, taking into account business, labor and political organizations and non-formal education institutions . In addition to the further dissemination of the materials produced and through social networks, youtube printed material to all entities involved in this topic.