General aim of the AgriNext project is to create learning environment that responds to the skill demand on the job market in the field of Multifunctional Agriculture. In order to achieve this aim, the specific project objectives include: 1.Flexibilization of learning environments and curriculums in I-VET and C-VET, on EQF levels 3-6, in order to facilitate fast responses to job market demands 2.Teacher empowerment (continuous professional and pedagogical) for a fast response to the job market demands, 3.Established system of continuous exchange between employers, teacher/trainers/guidance service providers, in order to respond to the skills needed 4.To develop students/learners who are highly skilled, motivated, entrepreneurial and aware of the importance of C-VET and lifelong learning 5.Creating physical and virtual environment that enables: -Interaction between teachers, trainers, mentors from companies, students, and researchers; -Individualisation of the learning process; -Demonstration & try-outs of new technologies -Development of entrepreneurial activities 6.Promoting rural development & vitality by demonstrating and highlighting opportunities of Multifunctional Agriculture.7.Increasing digital competencies among students and teachersThe main expected results are: -Online training for guidance service providers for the use of new guidance service model-Online training for VET teachers for flexible learning processes-Proposals of flexibilization of VET -Green job = dream job video trailers-Established Incubators (business – education partnership) -AgriNext IT Platform for Rural Excellence Activities has been divided in to 5 implementation Work Packages:WP1–Guidance services to foster lifelong learning and development of VET skills in multifunctional agriculturalWP2–Flexibilization of school systemsWP3–Green job=dream jobWP4–Business incubator for rural excellenceWP5- AgriNext IT platform

CONTEXTThe 1Point project aims to transform a standard quality assurance method and information security process used in the industry into a creative and innovative training methodology for the VET sector. Our focus is the training of future maintenance professionals in order to improve IT skills, foster employability and develop innovative thinking. The training course will be designed in accordance with high quality VET standards in order to meet the labour market needs.The next generation of industry workers should be tech savvy, but VET programs and teaching methodologies have not caught up yet. 1Point will promote a work-based learning approach and the acquisition of concrete knowledge and skills. Therefore, training with the 1Point methodology will support participants to carry out and reflect on tasks that are directly connected to their future workplace (vocational context). The methodology will include the use of modern ICT technologies, accessible from different mobile devices (e.g. tablets, laptops) and will include gamification aspects (badges, missions). In this way, the 1Point lesson model creates benefits for VET providers, trainers, learners and the industry.MAIN OBJECTIVES1Point will identify current needs and key competences for maintenance professionals. Further, it will develop training content and contribute to a curriculum. Additionally, it will develop the 1Point methodology, a virtual Learning Motivation Environment, a skills and achievements framework and trainer guidelines.NUMBER AND PROFILE OF PARTICIPANTSThe partnership comprises 6 partners from 5 countries: 2 VET providers, a consultancy, an ICT-SME specialised in maintenance, a European non-profit association on digital learning and a national research institute for VET. The project is targeted to VET trainers and VET students of the maintenance area, but will also pay particular attention to low-skilled maintenance professionals and trainees through continuing VET. It intends to form digitally skilled maintenance workers that are close to the market and aware of their future operational environment. Additionally, it wants to enrich the continuing training of the educational staff, by enabling them to create, use or modify attractive digital learning content. Finally, professionals and trainees requiring upskilling will able to improve their digital skills and, thus, will become more “employable”, competitive and innovative.ACTIVITIES1Point project will develop, transform, test, evaluate, improve and disseminate an innovative training framework comprising a new methodology along with an online training course. Based on these results, 1Point will provide a learning motivation environment, a skills and achievements framework, trainer guidelines as well as a validation and recognition plan.METHODOLOGYThe methodology proposed by the 1Point project is used under the Total Productive Maintenance (TPM) approach in industries operating at World Class Manufacturing level. It has not been applied yet in the field of VET, nor anywhere else in formal educational settings. Our project proposes an innovative training concept that will allow the transfer and implementation of the 1Point methodology within formal and informal educational settings of the VET sector (VET centres and industry), enabling not only trainers to organise concrete knowledge information in concentrated and digital modular pieces, but also trainees and professionals to gain and claim ownership of the knowledge they acquire. The content-development and course preparation will be based on the results of an analysis of current learning needs and digital skills-gap and a comparative analysis of current maintenance-training offers. The training methodology will be developed through adaptive transformation of the 1Point methodology for the field of VET with focus on the specialities of the maintenance topic. The Learning Motivation Environment will be a responsive web application, accessible from different mobile devices (e.g. tablets, laptops) and will include gamification aspects (badges, missions).RESULTS AND IMPACT1Point will develop a new methodology (1Point) for the VET sector that will systematically prepare maintenance professionals. It will define the ECVET Curriculum of the Maintenance Expert and will design and develop a virtual Learning Motivation Environment fostering the use of ICT applications. Further, it will develop a skills and achievements framework and a set of trainer guidelines. Finally, it will develop one validated VET programme for maintenance professionals boosting key digital competences.POTENTIAL LONGER-TERM BENEFITS1Point will promote the organisation of knowledge in ways more suitable for the labour market and the competence-development of VET trainers. It wants to match the demand for training with supply and give better access to lifelong training for certain groups, and so support a competitive and innovative society.

The significant changes that took place in the past decades and the big challenges posed at national and international level by the globalisation, the redefinition of the capital-labour relation and the technological revolution are bringing about a radical change of the economic, socio-political and cultural structures in European countries. VET Reforms (New Skills Agenda for Europe 2016) and Labour Market reforms have started a process aimed at filling the gap between demand and supply of competences. The demand of competences, in fact, is affected by factors requiring the constant adjustment of production and training processes as well as the greater connection between education/training system and enterprises. VET teachers must think about the training objectives required by the present innovations, taking into account the present cultural DYNAMIC aspects and meet the students’ needs by using adaptable teaching strategies, which can develop skills for inclusive participation and work independence. Digital training, included in National Programmes, is essential in order to ensure effective training practices for the current VET system which is undergoing organizational and methodological change.The needs analysis carried out by each partner in its own territorial context shows that out of 180 VET teachers/trainers belonging to both the private and the public sector, 91% stated that they have a poor knowledge of digital and immersive teaching methods and/or do not know how to use them effectively. The project Digital.VET supports the objectives set out in national and European strategies for applying ICT to VET systems through teachers/trainers training. Its overall objective is to create a partnership among VET system operators aimed at the development of systematic approaches and of opportunities for the professional growth of VET teachers/trainers based on the development and innovation of education and training methods which are digital, open, innovative and effective.The Partnership is made up of 6 VET and VT Organisations and will be implemented in 5 European countries, namely Poland, Italy, Portugal, Slovenia and Spain. It will improve the technical knowledge as well as the expertise of VET teachers/trainers about the use of innovative and digital teaching methods by creating training pathways, training staff event and VET qualification which will comply with EQF, ECVET and EQAVET European tools of recognition and transparency. It will be based on the Research carried out in partner countries, concerning best practices of Flipped/Mobile/Virtual&Augmented Reality Learning applied to VET sector, which will then be made available in a multilingual Handbook; moreover, the Job Analysis will set out the Competence Profile of Experts in digital and immersive teaching in VET systems. The final output will be the creation of a iDid, namely an Application for virtual and augmented reality teaching that will be available also after the end of the project. Thanks to the project DIGITAL TEACHING IN VET SYSTEM about 630 VET teachers/trainers will be trained on the use of digital and immersive teaching methods by taking part in the experimentation of the intellectual output. 12 VET teachers/trainers will take part in training staff event experiences and 7,222 people will get information through the dissemination at European, national and regional levels. Finally, during the dissemination phase, 2,470 VET teachers and trainers will have free access to the technological IOs: O3 e-learning course, O4 iDid: Application for immersive teaching that teachers/trainers will use to create virtual and augmented reality teaching activities/units; O5 Assessment and self-assessment pathway, according to ECVET principles.The project sustainability will be ensured by the open-source IOs produced for VET teachers/trainers’ training and assessment based on ECVET principles as well as by Stakeholders Committees, which will be signed by both partners and other VET institutions.

"The ""European Solutions in Quality Assurance - ESQA"" project will be carried out by a partnership of 4 institutions from Poland, UK, Estonia and Slovenia. It is focused on exchange of experience and information on quality assurance in partner countries in order to create the catalogue of good practice supporting VET schools and their supervising bodies as well as policy makers in performing their tasks connected with quality assurance. The project results should show them what a positive impact effective quality assurance mechanism and tools may have on schools, their students and the school surroundings, enrich their portfolio of quality assurance and evaluation tools and encourage to use them.The project is addressed to VET school headmasters and teachers who are responsible for school quality assurance and internal evaluation as well as the representatives of bodies supervising and running VET schools. Policy and decision makers will also be the target group of the project dissemination activities with the hope that the project results will help them to plan further development of existing systems of quality assurance.The project will consist of five main activities :Activity 1 : Analysis of quality assurance systems and mechanisms in partner countries and comparative analysis – in the form of 4 national reports on Quality Assurance Systems and Mechanisms and one Comparative Report on Quality Assurance in the Partner CountriesActivity 2 –Sharing information and experience on good practices in quality assurance in partner countries – including 4 5-day study visits and collecting examples of good practice in quality assurance at the VET school level in the partner countries.Activity 4- Dissemination of the project resultsActivity 5 – Partners’ meetingsActivity 6 – Management and implementationThe main results of the project that will be used also after the project finishes include:-National Reports on Quality Assurance Systems and Mechanisms – the reports will be prepared by each partners according to commonly agreed structure. -Comparative Report on Quality Assurance in the Partner Countries – It will be based on the National Reports, it will compare the systems, mechanisms, methods and tools used in the countries of organisations participating in the project. -. Good Practice Catalogue- The database presenting examples of good practice in quality assurance at the VET school level in the partner countries, with description of methods and tools used.-principles for the ""School caring for quality"" competition for VET schools and providers.The project leader will assure the evaluation of the project and its results, budget monitoring and control, and monitoring of the indicatiors for achieving project goals and results."

Social Chamber of Slovenia as the leading partner of the project Holistic approach of successful integration of migrants has together with strategic partners Internationaler Bund eV, Croatian Red Cross, SOS Children's Village Macedonia, Institute of the Republic of Slovenia for Vocational Education and Training and Gerontological research Institute, created five results, with which we can answer the social changes connected with phenomenon of integration of migrants into new environments and the needs of empowerment of experts with key professional competences for successful integration of migrants. The migrant issue claims proactive response of societies that must search for optimal deliverance in international and holistic way. Successful integration of migrants must be grounded on holistic approach, which originates from professional qualified expertise in the field of migrants and abide included participators. All five final results of the project co-design optimal model of integrational approach for successful integration of migrants on the fields of education, social and health care, civil service, labour, employment and other fields, founded by the needs of the “new” migrant profile. Unified, comparable and holistic approach is innovative, just because until now, there was nothing alike established in project partner countries. Partnership collaboration created new, useful and united solutions for all participators in the integrational process of migrants. Main project activities were: (1) identification environment’s interests and overlook of good examples of practice in partner countries; (2) to set basis for the program, catalogue of knowledge, profession and coordination network; (3) to qualify professionals; (4) performed pilot program; (5) assessment of performed pilot program; (6) production of final project results; (7) communication, promotion and distribution of final project results; (8) end of the project.We have built final project results through the prism of identification of environment’s interests, examples of good practices from partner’s countries, qualification of professionals and through performed pilot project. On project meetings with project partners we participated to project results, which was created: (1) a program of education and training systems of experts in the fields to work with migrants; (2) catalogue of skills for working in the programs in the field of counselling, psychosocial help for migrants, asylum seekers, refugees, foreigners; (3) professional basis for a new professional qualification “cultural mediator”; (4) Guide trainers/training providers; (5) the model of co-ordination network of experts on the integration of migrants.With objectives of project activities and the final results of the project, we generated a synergetic effects at three basic levels:1.At the level of the target group we (expertise from different fields of working with migrants) created key professional competencies through the program and through catalogue of knowledge. Coordination network straightened network of connection and professional collaboration of the expertise from different fields of working with migrants. In this context there already is active Section of organisations on the field of migrant integration.2.With project results at the environment level we created unifying and upgrading different cases of good practices on the local, regional, national and transnational level. With which we achieved responsiveness on the needs of “new profile of a migrant” and other activities for his successful integration into new social environments. All project results can be transferable into all partner countries. 3.With project results on the institutional level we also strengthened structural capital on the phenomenon of a “new migrant profile”. Institutions from different partner countries included in the project have already through the time of project established collaboration and have recognized the necessity of it. Program as a catalogue of knowledge provides united testing of qualification of expertise. Profession has expressed a strong need for a new profession “cultural mediator” for which we set basis. All general, technical libraries and institution, which work on the field of migrant integration, have received the guide. Coordination network supports and builds institutional collaboration on the field of migrant integration in different countries.