The InVent project idea was born as a result of the expanding necessity, as it is world’s one of the largest growing industries, Europe has, enormous demand for event management professionals. The manner in which the project intends to contribute to such a wide policy challenge is by developing knowledgeable VET educators. We believe that if we will target VET educators (not aspiring event managers) we will be able to achieve better results and impact will be wider. The applicant has developed and piloted Event management programme and materials, and we now wish to share and improve the programme with the help of a network of European VET partners, working together towards achieving transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility. The vast umbrella of event management includes an extensive repertoire of possible events, which include hospitality, retail and education. Many of these are familiar to most of us and recognisable in event listings at institutional, local, regional, national and international levels, such as: conferences and meetings, exhibitions and trade fairs, music festivals, arts and cultural events, sports events, etc. The proposal builds on the UK approach to student-centred learning, offering an innovative pedagogical approach to partner nations. The event management programme for VET educators that we wish to develop, improve and standardise is based on an learner-centred approach, offering immediate solutions to engage employers in work-based learning. The curriculum materials will be offered for a VET training route, and opportunities for national and ECVET certification will be explored. The tangible results of the project will also lead to the development of better quality assurance mechanisms in VET, by identifying clear statements of learning outcomes. The project relies on four pillars: first, comparison of National occupational standards in 5 EU partner counties, where the partners will also assess the state of the art and will identify gaps. A second, in which partners will be working on capacity building of VET educators in event management, through introducing innovative teaching methods and pedagogy. Lastly, conclusive output, where VET educators will be able to test their knowledge and skills by pilot teaching and portfolio building (for VET learners/aspiring event managers).Lastly, the tools and materials are shared as Open Educational Resources. We will work together to bring in good/better practices, improve the materials of EM programme and standardise, with inputs from 10 partners representing 5 EU countries. We are all seeking to enhance the “boost to employability” through pilot teaching and portfolio building. We want to design the most appropriate VET teaching approach and pedagogy, using the knowledge of all the partners. We acknowledge the different pedagogical approaches of partners/nations, yet also seek to be uniform in our approach The impact will be that we develop a common results (tangible/intangible) which we all own – both as intellectual property and “own” in terms of our commitment to its quality delivery. The main target groups will be the VET educators and the staff of the partner organisations, which will benefit directly from the developments of the project. VET learners (aspiring event managers) will be also targeted and will be involved in testing the VET educators acquired knowledge and skills through pilot teaching/portfolio building The current proposal will build and strengthen a network of European VET providers, enabling them to deliver a standardised EM curriculum in VET, build organisational capacity and collaboratively work towards achieving results that tackle EU's 2020 Strategy.

"The project ""employment and integration of foreign workers, migrants and refugees in the event industry"" [Event Industry Integration] is a contribution to resolving the issue of integration of European refugees by promoting equal opportunities, social cohesion and active citizenship. At the core of the project is the problem-focused response to the challenges posed by education and training systems. The European events industry is a dynamic, fast growing and innovative industry. In addition to many unskilled workers, qualified specialists are also in great demand on the labour market. A structured and pragmatic approach has been developed for this international and multicultural working environment in order to create a quick start into employment and a basis for sustainable integration for those people with a migration background.The project consortium unites experts in the field of integration and inclusion (ÖSB Consulting, Austria), specialists in the field of media and augmented reality based training and learning applications (i-smARt, Liechtenstein), university research and development competence (ITU, Denmark) as well as representatives and decision makers in the European event industry (EVVC e.V. and VPLT e.V., Germany). In addition to this working group, there was in-depth cooperation with stakeholders from the event industry, such as employers, managers and decision-makers, integrated educational institutions, chambers of commerce and lecturers, both in the development process and in the creation of alliances with public authorities, as well as with individuals and organisations from the fields of migration consultancy, labour market integration, placement and employment. In order to develop a practical solution for the employment problems of refugees and migrants, the following tools and practical resources were developed from the project.Tools for assessing and validating competence: which serve a transparent recognition process, as well as the utilization of key competences within the target group. The tools make it possible to assess existing competences with a view to the future workplace and actual employment in the event sector. The multi-stage evaluation includes not only the survey of personal interests but also social, personal, technical and methodological competences.Curriculum for vocational integration for training providers: Primarily serves to prepare participants for entry into a vocational activity. The contents and aspects to be taken into account in the course of integration and employment activities, to be conveyed and implemented within an accompanying training action are described; in addition, an orientation on the scope of services and basis for the design of the learning and teaching activities of the training action are described.Toolbox Diversity Management for companies employing political refugees: Provides answers to the question of how to successfully integrate political refugees into the company. The toolbox can be used by all companies for which the employment of political refugees is an issue, either because they are taking them in for the first time or because they generally want to improve employee cooperation within the company. Augmented Reality Learning and Training Applications [Apps]: The two Augmented Reality based prototypes of the ""Who am I"" and ""Wishing Table"" apps primarily support the informal learning process of the user. The apps, including the explanation video, can be freely accessed and used.The concrete integration and employment activity were designed and successfully implemented with the help of the tools developed. In this active test phase, the effectiveness of the tools was assessed and evaluated. Participants from the target group and interested companies were brought together through the activity and accompanied and supported by the consortium in an observation phase of several months. The results and findings have been published and discussed in the form of numerous events, publications and digital channels. Under the newly created branding ""step2mice"", the project is highly relevant and accepted across industry and national borders [step2mice.eu]. A practical guide ""step2mice – Sieben Schritte zur Integration und Beschäftigung"" summarises recommendations, supports the adaptation of measures and tools and confirms the sustainable impact of the project.But most importantly: ""step2mice"" offers the target group an above-average chance of continued employment and a permanent apprenticeship or job."

Die Veranstaltungstechnik (VAT) zählt in Europa zu einer dynamischen, schnell wachsenden und innovativen Branche. Qualifizierte Fachpersonen sind am Arbeitsmarkt gefragt, vor allem im internationalen Umfeld wie bei Grossveranstaltungen, an denen oftmals mehrere Nationen beteiligt sind. Viele grössere Produktionen bedürfen einer enormen Vielzahl an spezifisch ausgebildeten Spezialisten im Bereich der VAT. Diese grenzüberschreitenden Einsätze erfordern den international flexiblen und rechtlich konformen Einsatz der Fachkräfte, vor allem hinsichtlich sicherheitsrelevanter Bereiche. So gilt es, international und national je unterschiedliche Normen und Rahmenbedingungen in der VAT zu berücksichtigen. Bei jedem Event steht dabei die Sicherheit für BesucherInnen, TeilnehmerInnen, FacharbeiterInnen und Mitwirkende im Mittelpunkt. Für die berufliche Weiterbildung in der VAT stehen europaweit sehr unterschiedliche und nur national anerkannte Qualifizierungen zur Verfügung. In den vorangegangen Projekten ECVAET und ECVAET 2 wurden Grundlagen erarbeitet, die einen länderübergreifenden Fachkräfteaustausch unterstützen, wie die Kompetenzmatrix Tätigkeit, die Sicherheitsmatrix und die Weiterbildungspläne für den transnationalen Fachkräfteaustausch.Eine zentrale Aufgabe im Projekt ECVAET 2.5 war es, aufbauend auf diesen Grundlagen (=Innovationstransfer) den transnationalen Fachkräfteaustausch mit Teilnehmenden aus den Partnerländern (AT und DE) zu erproben. Dazu waren die im Konsortium vertretenen, fünf Einrichtungen einerseits als Sende- und Empfangseinrichtungen von Fachkräften für die Begleitung der Fachpersonen verantwortlich, andererseits auch als Bildungseinrichtung zur Umsetzung und Durchführung der in ECVAET 2 identifizierten Weiterbildungsschwerpunkte für diese transnationale Massnahme. So wurden die Ergebnisse aus den vorangegangenen Projekten ECVAET und ECVAET 2, wie z.B. die Matrix Tätigkeit und die Sicherheitsmatrix, sowie die Weiterbildungspläne für die VAT herangezogen und in der Praxis im Rahmen des Präsenzunterrichts im Fachkräfteaustausch erprobt. Sowohl inhaltliche wie fachliche Weiterbildungseinrichtungen kamen als Konsortial- oder externe Partner zum Einsatz. Die Ergebnisse wurden mit den Stakeholdern aus den Bildungsbereichen und Vertretern der Branche diskutiert und evaluiert. Dadurch soll die Diskussion hinsichtlich einheitlicher europäischer Aus- und Weiterbildungen in der VAT aus den vorangegangenen Projekten weitergeführt werden, um konkrete Möglichkeiten zur Schaffung von internationalen Bildungsangeboten in der VAT voranzubringen.Im Projektverlauf wurden konkrete Lernmodule im Sinne der Umsetzung des ECVET-Gedankens entwickelt. In das Design der Module kamen die Ergebnisse aus den vorhergehenden Projekten ECVAET und ECVAET 2 zur Anwendung: aktualisierte Inhalte von Ausbildungsverordnungen und Bildungscurricula wurden verwendet, sowie die aus der transparenten Darstellung durch Anwendung der Matrizen abgebildete Qualifikationen identifiziert. Zusätzlich wurden - soweit möglich - die nationalen Bildungsträger und Bildungsfachleute der VAT in den Designprozess mit einbezogen.Mit der strukturierten Auseinandersetzung und dem Design einer europäischen Fachausbildung auf Basis der bisherigen Ergebnisse aus den beiden Vorprojekten (und somit die direkte Nutzung der EU-Werkzeuge zur Beruflichen Bildung wie das ECVET System) wurde mit dem Projekt ein weiterer Beitrag zur Entwicklung eines Europäischen Raums der Kompetenzen und Qualifikationen geleistet, somit ein weiterer Beitrag zur Schaffung von mehr Transparenz in der beruflichen Bildung. Damit werden konkret die Ziele der Europäischen Agenda 2020 zur Schaffung eines einheitlichen Bildungs- und Arbeitsraums adressiert. Das Projekt trägt bei zur Anerkennung und Validierung von Kompetenzen und Qualifikationen, baut auf erprobte Prozesse zur Anerkennung und Validierung von Kompetenzen und entwickelt diese weiter für die fachspezifischen Projektanforderungen. Gleichzeitig adressiert es folgende, in der Broschüre zum ERASMUS+ kommunizierte Wirkungen durch das Programm:- Wachsender Bedarf an hoch qualifizierten Arbeitsplätzen- Eine globaler Wettbewerb um Talente: Internationalisierung der Bildung- Außerordentliche Ausweitung des Lernens bieten und Nutzung von Potenzialen der IKT- Komplementarität zwischen formalem, informellem und nicht formalem Lernen- Notwendigkeit einer Annäherung von Bildung an die Bedürfnisse der Arbeitswelt

The acronym TeBeVAT 2 stands for “(Teil-)zertifizierung im Berufsfeld Veranstaltungstechnik“ – which means “(partial) certification and/or validation of informal learning in the vocational field of event technology”. To understand the research interest of the project, the topic must be regarded in relation to its political background: The European Strategy 2020 aims at sustainable growth, inclusion as well as a transparent and stable labour market within the EU. To tackle current challenges of e.g. demographic change, digitalization, and immigration, a large package of measures to improve the labour market situation has been discussed. The strategy promotes transferability of skills between companies and sectors, also with the aim to facilitate mobility on the European labour market.One approach to achieve these goals is to include citizens without formal education and qualifications into the labour market. The vocational background of these individuals is often marked by informal learning. This is learning resulting from daily activities related to work, family or leisure. It is not organized or structured in terms of objectives, time or learning support (compare Cedefop, 2008). The outcomes of informal learning and the competences that a person acquired thereby, may be validated or certified (also compare Cedefop, 2008). This means that prior learning experiences are accredited by running through a formal process. It brings prospects of enhanced employability to workers that are currently excluded from the job market. New job opportunities are opened up to individuals that did not complete formal education in their field of labour (like career changers). This approach may in addition have an important impact on addressing skill shortages in fast growing industry sectors and supporting economic growth. Therefore, the European Commission issued recommendations for the validation of non-formal and informal learning in 2012. In the countries, national strategies should be developed.The overall goal of the project TebeVAT 2 was to develop such a strategy for the validation of results stemming from non-formal and informal learning for the industry sector of event technology. Funded with support of the Erasmus+ Program of the European Union, the team with partners from Austria, Belgium, Germany, Italy, the Netherlands and UK compared existing national practices and consolidated them in the TeBeVAT approach. The sector of event technology was chosen because it is a prototypic example for an industry field with high numbers of career changers and workers without formal education. There is high mobility and a lot of cross-border employment due to the big productions and shows gathering multinational teams of workers from all over the EU.

"When looking at the profession of event technology (ET) in Europe the forms of training are inconsistent and forms of mutual recognition barely exist. It appears that more and more qualified ET specialists are required by the labour market. ET specialists are people who often find themselves working in an international environment. Guest performances, tours, major events involving several countries, require a huge variety of specifically trained specialists in the field of ET. By creating transparency in the field of relevant training this would provide a basis for facilitating inter-state recognition of those working in this field as well as supporting the international exchange of these experts. Security and safety related issues are a central, essential and important aspect of education in ET. Thus, it is important to consider standards and norms at international and national levels. Safety and security for visitors, participants, skilled workers and contributors is essential at each event, and especially at major events. For the requirements for a standardized and recognized training in ET, the project ECVAET 3 contributes for discussion and implementation in the partner countries.The first condition for the start of an EU-wide mutual recognition of qualifications is the creation of transparency in the field of training and education. One aim in ECVAET 3 is, to identify the requirement for a master craftsman training for the ET for the German-speaking area in Europe, present it in a competency matrix and map it with safety aspects in a security matrix, which are designed according to the VQTS principle. Subsequently the design of modules towards an European master craftsman training should initiate the discussion and the processes for implementing one single European master craftsman training.The project relies on the results of the previous projects (ECVAET and ECVAET 2) using the created products and outputs. The partner organisations involved in the project are research and educational institutions from Austria (AT), Germany (DE), and Liechtenstein (LI, is connected to the Swiss vocational education system), who are actively involved in the creation and development of training offers for vocational training in the ET branche or who work in the related field of research, and who have been part of the former consortia. While the focus in ECVAET and ECVAET2 was on ET competencies and skills from the basic training in the German speaking countries, the current project ECVAET 3 focus on competencies and skills for master craftsman training in ET. In a first step, the investigation of vocational education and training in ET in the partner countries leads to an analysis of the current status quo and will be presented in a study. Based on this, the present matrices ""Competence Matrix"" and ""Safety Matrix"" in event technology will be developed in terms of the required competencies and skills to a European master craftsman training. In a final step modules are designed to form a profile for an European master craftsman training, including aspects like regulations and laws, technical standards and norms and intercultural competencies. For all results the involvement of stakeholders in industry and education are foreseen, especially as subject to a process of consolidation.The master craftsman training in the various technical professions and trades represents vocational education at its highest qualification level, but is recognised internationally at different levels. Main requirements for the master craftsman training are topics like management qualification, organizational and management tasks, combining vocational training and higher education training, which is a further research element in this project, particularly concerning the management competencies required for the master craftsman qualification. So a sub-task of the project is to evaluate how to realise a dual vocational education and training on the interface of vocational education and higher education, based on the current example in ET.The project represents an additional contribution to the development of a European area of skills and qualifications towards more transparency in vocational education. It directly addresses the objectives of the European Agenda 2020 for creating a consistent area for educational and labour. The project contributes to the recognition and validation of competences and qualifications, building on proven processes and systems (ECVET, EQF, VQTS). In addition, it acts at the following levels:- Growing demand for highly skilled jobs- A global competition for talent: Internationalization of education- Offer extraordinary expansion of learning and use of potentials of ICT- Complementarity between formal, informal and non-formal learning- Need to unite education to industrial / vocational needs"