"In the document published by the EC in 2012, “Rethinking Education”, the necessity to integrate technology in training centers was already highlighted, insisting on the need of providing trainers with proper training in this regard. Moreover, the Common Framework for Digital Competences for Trainers 2012, published by the Spanish Ministry of Education, Culture and Sport reinforced this argument stating that trainers need to improve their digital competences to normalize the use of technological resources in class. The MOBILE-TECH project wants to contribute to make this a reality.The use of mobile devices for learning is not something new and although there are some experiences of its successful implementation, we have detected some barriers for its implementation in VET:- Most of VET trainers are not aware about the potential of mobile devices as a tool for learning.- Mobile devices, and specifically smartphones, have a bad reputation ""majority of people on Earth believe mobile phones, beyond not being conducive to learning are in fact antithetical to it"" (UNESCO Mobile Learning Week Report, 12-16 December 2011, p.11).- Most of VET trainers do not have the necessary competences/knowledge to use mobile devices for learning (ICT skills, knowledge of the different apps which can be used for learning, how to create/modify their own apps, how and with which purpose to use mobile devices).The aim of MOBILE-TECH project is to encourage VET trainers´ training about mobile learning through the creation of an Open Collaborative Learning Platform. To achieve these objectives, we will carry out several activities which can be gathered in three products:1) “Trainers´ guide for mobile resources to be used in the classroom”. The guide a) describes what mobile learning is and which devices, tools, media, apps could be used in education; b) it offers an illustration of the abundant pedagogical benefits and advantages of m-learning and describes good practices collected in the 5 project Countries (Germany, Spain, Great Britain, Greece and Finland); c) it demonstrates how to plan your mobile learning approach. The guide is available in the 5 project’s languages (English, German, Finnish, Greek and Spanish).2) Development of Trainers´ course “How to develop new training resources and teach mobile learning (m-learning)”, addressed to teachers from VET centres and from other educational fields. The course is divided into 6 modules: 1 - Introduction and presentation of the course for trainers; 2 - M-Learning: definitions, models and pedagogical benefits; 3 - How and in which cases use solutions, tools and applications for mobile devices; 4 - M-learning in practice (how to develop own contents and how and for what to use different mobile devices); 5 - How to take the most of the use of social networks; 6 - Planning m-learning.3) Open Collaborative Learning Platform for trainers. All the project materials will be hosted in this platform. Not only the guide and the course but also different pedagogical materials related to m-learning in the classrooms. The Learning Platform also includes a specific area to share knowledges and information about mobile devices, tools, apps, etc. (M-TECHwiki) and to discuss doubts and questions concerning m-learning (Forum M-TECH).The Training course and the Learning Platform have been tested in partners’ countries. Totally 100 trainers and 150 students participated in testing sessions. Moreover, the platform and the training materials (the guide and the course) were presented in the multiplier events celebrated in all project countries. To ensure the smooth development of the MOBILE-TECH project different key transversal actions were implemented: A1 - Creation of an e-mail distribution list for partner’s communicationA2 - Use of Asana platform for an effective management of the projectA3 - Creation of a Skype group for online meetings - Quality Management Plan, monitoring and preparation of 4 reports (A11, A12, A13 and A14)- Dissemination Plan, implementation y preparation of an intermediate and a final report (A18 and A19)A6 - IPRA - Four financial reports (A7), (A8), (A9) and (A10) A15 - Web 2.0. campaignA16 - Publications in pressA17 - Elaboration of a video presentation of the project.The consortium met in four International Meetings to plan and evaluate project progress: M1-Kiel (Germany), M2-Glasgow (Great Britain), M3-Helsingfors (Finland), M4-Durango (Spain)."

Training is a key element to ensure the sustainable growth and competitiveness. Public bodies and authorities have spent resources on the promotion of work-linked training programmes. Evaluation was an inherent nature of training process. It is mandatory to know the quality of the training process as well as the results of the intervention. It’s necessary to provide a flexible, customizable and friendly methodology that help work-linked training providers to assess training activities considering the results, the impact of the training in the persons and the impact in the organization itself and in its environment. Companies’ needs a supporting tool that help them evaluate their training needs, labour market trends and the impact in the economies of the resources spent on these. This new approach should cover four main criteria to evaluate:Quality: evaluate and assess the quality of training, that is, witch characteristics of the training satisfy the needs of trainees (regarding contents, duration, trainers and facilities).Efficacy/Performance: Identify the results obtained during the training sessions and how these results fit to the needs of the labour market and companies. Efficiency: Assess the results focusing on the economic and other resources engaged in the process. Impact: Assess the impact/effects of the training on both the employability of the trainees and the competitiveness of the companies. ATWORK project aims to develop/build/create a methodology to evaluate the social impact of the work-linked training programmes on persons, on companies and on socio-economic environment. ATWORK Specific objectivesImprove the environment of training evaluation through a new assessment toolPromote a suitable framework to promote work-linked training in EuropeProvide with innovative method to manage work-linked training and assess its impacts on organization and on societyImprove the environment of companies through impact evaluationContribute to develop the social dimension of training, adapting it to new requirements of sustainability. ATWORK TargetsProviders of work-linked training, to assess training developed and its impact in the socio-economic environment; Trainees/Apprentices, to assess and evaluate their competences acquired regarding to the needs of companies and labour market and improve their employability; Companies involved in these process, to match better the training needs of the company with the training offer and how they affect their competitiveness and growth. To achieve this objective, five tasks have been carried out.1.Comparative study of the existing evaluation models: in-depth interviews and an exhaustive analysis of the evaluation models existing in the countries of the partnership have been conducted.2.Development of the Theoretical framework with evaluation Indicators: a battery of indicators has been proposed, to serve as a basis for knowing the impact of the training actions on citizens.3.Development of the technological platform: a technological tool with high usability has been proposed, based on the indicators proposed in the theoretical framework.4. Handbook, a user manual to accompany the tool. 5. Testing and Validation of the Platform: numerous activities were carried out in all countries, such as the selection of training courses, students and tutors, to use the platform and offer conclusions and assessment about its usability and usefulness regarding the objectives persecutedThe technological development phase suffered a delay. It has influenced in the development of the Manual and the Validation phase, finally executed throughout the summer months and until the end of the project, far from expected. This delay has also influenced the delivery of other transversal activities of dissemination of the project.Finally, the results obtained are:- A Comparative Study of Existing Evaluation Models.- A Theoretical Framework with evaluation indicators.- A technological platform, as a tool for evaluating training actions, with its user manual.The Impact of the results used by the organizations targeted in the countries consortium opens up a wide range of possibilities. Some examples are:- Increased knowledge regarding training evaluation,- Development of transversal competences in teaching staff- Increased motivation to participate in training actions.- Implement work and collaboration networks around the exploitation of the ATWORK platform.- Increase the quality of training offered by organizations.ATWORK partnership is formed by 6 organizations from 5 countries: Spain, Austria, Poland, Romania and UK. All represents different scope of the project main objective and has been establishing from a geographical balance approach. The project has been executed from January 18 to September 19. It started three months later than scheduled (Oct 17), after the NA communication in December 17.

"The development of fuel cell heating appliances (FCH) in building services has been completed and the market launch has started. Support programs are expected to provide a corresponding demand so that the time for qualifications to FCH is given. FC CHP-Future was carried out at the right time. In addition, it has been shown that a very efficient way is being pursued with FCH, in order to impressively reduce the primary energy requirements on the one hand and, on the other, the emission of emissions. Natural gas and biogas today, and soon with hydrogen and methane respectively, will make FCH future-proof.The FC CHP-Future project has achieved:1) The target group of skilled workers, apprentices and teachers / trainers were provided with topics, materials, media and seminar concepts for education and further education in FCH. The materials / media are freely accessible for use.2) The dissemination of offers for vocational education and further education to FCH was carried out in the project partner countries taking into account the local conditions. Each partner institution involved in vocational education and further education carried out qualification programs for FCH in the catchment area. In each partner country the agreed number of qualifications for FCH was offered, whereby the demand in the countries differed as expected.3) In the countries participating in the project it was examined whether networks should be striven for and what kind they should be. Appropriate implementations and preparations have taken place.4) An offer for the transfer of the qualification measures to other European countries was developed in the form of two brochures. The (1) Guideline for the implementation of action-oriented learning and the furnishing and design of rooms, laboratories and workshops for education and further education to BZH and the (2) Guidelines are available to download in German and English.The project was carried out by six institutions from five European countries. In addition to the results / products, the corresponding project measures were:1) The public was informed about FCH and its contribution to solving problems in energy and environmental questions. In Europe millions of 1-family houses or apartments are suitable for the application of this technology. It was shown that the energy supply in building services can be provided with FCH.2) Country-specific contacts and cooperation with actors of the FCH (manufacturers, sales companies, institutions of education and training) were implemented. Networks were tested, partially developed and also built up.All project work included three thematic areas:1) Professional / technical: Fuel cell technology is a reality in Europe - even if the technology is not yet familiar.2) Methodical / didactic: The vocational education and further education programs correspond to the work and business processes of cogeneration technology and modern occupational pedagogy demands - and thus they are future-oriented.3) Multimedia / equipment-related: The design of the learning environment for vocational education and further education offers to FCH is vivid and attractive.The website ""www.fuelcellknowhow.com"" contains a documentation of the project as well as a communicative and informative form of public relations. It will be carried on beyond the project‘s end."

CONTEXTVET@WORK project looked at one of the main challenge of the Europe 2020 Strategy: to reduce Early School Leaving (ESL) to less than 10% and contributed to increasing attainment in tertiary education to at least 40% by 2020. Completing upper secondary education is recommended as the minimum entrance qualification when making the crucial transition from education to the labour market. ESL is a multi-faceted and complex problem caused by a cumulative process of disengagement. Schools and especially VET Institutions play an important role in addressing ESL but they cannot and should not work in isolation. Comprehensive approaches that focus on the root causes of ESL are required to reduce ESL. To reinforce the motivation of learners and prevent ESL, the EU strongly foster the commitment to offer learners the opportunity to have new flexible approaches based on Personal Learning Plans (PLPs) elaborated by VET staff (teachers, coaches, trainers, tutors) in collaboration with Enterprises Staff. This is in line with most EU countries educational policies which by law promote Alternation School-Work and/or Dual Systems aimed at supporting the stay in the educational context. OBJECTIVES The VET@WORK project had the following main objectives: 1) develop flexible pathways which connect the VET formal school curriculum to Work Based Learning acquired even in an EU context;2) enrich the learning gained at school level with the acquiring of professional skills to facilitate the entrance to the labour market;3) foster the implementation of ECVET principles and tools;4) reinforce a NA and EU Network of VET Schools, VET providers, Enterprises and Social Parties to allow the active participation in the Alternation School –Work paths or in the frame of the Dual system.The direct PARTICIPANTS at the activities developed have been:O1 – VET@WORK Guidelines for training VET staff – The training course testing had 15 VET staff participating in each country, in IT 45, for a total of 105 participants;O2 - VET@WORK Guidelines for training Enterprises Staff -The training course testing had 10 Enterprises staff participating in each country , in IT 30, for a total of 70 participants.THE GUIDELINES AIMED AT THE TRAINING OF THE 2 MAIN TARGET OF THE PROJECT (VET STAFF and ENTERPRISES STAFF) TO IMPROVE THEIR COMPETENCES IN: 1) DESIGNING LEARNERS PERSONAL LEARNING PLANS (PLPs);2) RECOGNIZE NON FORMAL AND INFORMAL LEARNING IN THE LEARNERS FORMAL CURRICULUM.VET@WORK EU SHORT JOINT STAFF TRAINING EVENT – The activity addressed to 13 VET STAFF TO IMPROVE THEIR COMPETENCES IN ECVET IMPLEMENTATION ON MOBILITY PROGRAMMES.MULTIPLIER EVENTS: No. 6 dissemination workshops at local level for a total of 303 participants (210 were the participants foreseen in the project); a Final Conference held in Florence/IT for at least 107 participants (90 were the participants foreseen in the project). All the collaborating organizations (19) participated to the project activities.METHODOLOGYThe project consortium during its two years funding period implemented activities on the basis of a matrix organisation allowing for 4 horizontal project key actions and 5 thematic phases. HORIZONTAL ACTIONS: 1. Project management and sustainability;2. Quality management and assurance;3. Dissemination;4. Exploitation: the exploitation run in parallel with the activities for dissemination and ensured the use of the outputs in the sense of valorization.THEMATIC PROJECT PHASES AND RESULTS: 1. RESEARCH: to investigate NA legislation in the frame of Alternation School and Work and/or Dual system and competences needed by VET staff;2. CREATION OF 2 GUIDELINES FOR TRAINING VET STAFF AND ENTERPRISES STAFF to plan PLPs and WBL learners/students Curriculum including mobility experience abroad and quality process through ECVET implementation.3. SHORT TERM JOINT STAFF TRAINING EVENT: to improve competences of VET staff in the ECVET implementation on mobility programmes and in a EU context.4. MULTIPLIERS EVENTS: to disseminate products and assure sustainability.A sustainable usage of the products and outcomes has been assured by: - Innovative potential and high quality of products and outcomes;- High target-group orientation, real relevance for target groups and therefore high acceptance within these groups;- High adaptability (e.g. for other level of schools which have work-based learning approaches in the Fomal Curriculum such as Technical schools;- High support by relevant stakeholders and political decision makers (Regional Authorities, Chambers of Commerce and other policy makers).The long term benefit will be assured by the fact that NA and EU policy foster the Alternation Schhol and Work and the Dual System methodology to prevent ESL and better up the job opportunities for youth.

"Community Education Facilitating has to be considered as an overall concept for fostering the implementation of community education offers in regional /local, urban as well as rural communities. It has become evident that community education processes must be initiated, coordinated, guided and accompanied. This is the only way to ensure sustainability and avoid pop-up effects. To this end, a professionalized advanced training is required, which was conceptualized and developed by the project Community Education Facilitation. By Community Education (CE) we mean an approach which joins lifelong training with social goals. This takes place in the context of communities which represent a group of people in the broadest sense who are defined by common characteristics. Lifelong training as a principle of CE processes is understood in this context from the angle of learning with and from each other, encompassing all age groups and social levels. Our experience has taught us that community-based learning processes do not just happen by themselves. They must be initiated during a process and must be kept going. Collective learning requires support from a CEF in the course of the CE process. The model is based on two pillars – on the one hand, the training program “Community Education Facilitator (CEF)” and on the other hand the training for becoming a “Community Activist (CA)"".Community Education Facilitators can be described as individuals who are trained professionally to integrate community development processes into community education processes and vice versa. It's about enabling community and neighborhood workers as well as regional developers to initiate regional learning processes and combine them with other activities (social concerns, labor market policies, economic policies) or simply learning processes controlled by the community. They are not providers of education themselves, but simply act as experts who initiate, accompany and moderate such processes. Furthermore CEFs are employees of adult education facilities who works towards anchoring local educational offers and tying them to regional processes, or who want to initiate community education processes in the sense of promoting participation. Community Activists are volunteer experts who try to get community-based learning processes going. These can consist in forms of embedded learning, i.e. where other activities are the focus but where learning forms an integral part of the whole or in initiating proper learning activities and embedding them locally – as, for instance, in the form of new places of learning, learning partnerships, learning cafés, etc. Those who are eventually meant to profit from this are citizens, as they amplify their knowledge, build up competencies and further develop their skills. The project is directed at adult education facilities and freelance trainers, regional development organizations /neighborhood activists and community development organizations, at decision-makers who want to make community education processes an integral part of their strategies, as well as at committed citizens and volunteer organizations.The CEF advanced training program includes 6 modules and takes 12 days, the one to become a CA takes 5 days. The CEF will train the CA in their local environment and mentor them. The involved partners from Austria, Bulgaria, Germany, Italy and Scotland AT worked in cooperation at developing and realizing this educational offer and thereby wanted to contribute to embedding community education in urban and rural regions."