OERup! took up the need of promoting and fostering successful implementation of practices with OER in adult learning institutions in Europe, with the aim of raising awareness of the value to be derived from OER, as well as supporting an OER-friendly environment in education institutions to increase the uptake of Open Education practives. The core of OERup! was the development of a training package consisting of a blended-learning training concept and material on the topic of OER, addressing European adult education institutions (its management, staff and teachers). This training package which is now available on the OERup! Platform http://oerup.eu informs about the general principles, and new developments of OER with a special focus on pedagogical concepts on how to integrate OER production and use in the lesson plan, take up necessary specific tools and skills needed to create OER, and explain on the basis of good practice examples how OER can be successfully integrated in the business concept of an adult education institution. Complementing many current EU initiatives that focus on the uptake of OER by policy means (e.g. POERUP, OEREU), OERup! has taken this approach one step further and addressed its target group directly hands-on. Adult education institutions (with or without experience in the uptake of OER), Adult education stakeholders, but also Higher education institutions were integrated in the development of the training in three steps: First of all in the regional need analysis, including desk research and particularly round table workshops; secondly in the training-review meetings; and finally through the uptake of single OER business model cases, developed and implemented in selected institutions and supported through online coaching by the consortium. Main results of the project were:- 1 in-depth need analysis, summarizing the state of the art, best practices, existing policies and current use and development of OER in adult education on the regional and European level, - a training package consisting of different relevant modules, delivered and tested in a blended-learning concept in Baden-Württemberg (DE), Timisoara (RO), Leicester (GB) and explained in a guideline, - a collection of existing good practice examples- a train-the-trainer guide on how to conduct a similar training on OER in adult education- a guideline to provide support and practical ideas on how to start or to further implement Open Education. All these results are made publicly available in all five partner languages on the OERup! training platform http://oerup.eu under the open license CC BY-SA 4.0 which allows other adult education institutions or trainers to retain, reuse, revise, remix and redistribute the products. The consortium that has taken up this ambitious task came together from five different European countries bringing different valuable angles and perspectives on the uptake of OER to the table. MFG, the Innovation Agency for Media and Creative Industries Media Baden-Württemberg, from Stuttgart (Germany), NIACE, the National Institute for Continuing Adult Education, from Leicester (United Kingdom), and IREA, the Romanian Institute for Adult Education, from Timisoara (Romania) who work closely with private and public adult education providers and their staff within their regions, having an in-depth insight into their daily challenges and needs; SOPHIA, a strongly internationally oriented research and innovation organization based in Rome with expertise in promoting innovative teaching methods; and finally the Open University of Catalonia (UOC) with its expertise in the production and inclusion of OER in Higher Education. Results and impacts:OERup! has been designed to have a strong long-term impact on European education in the future in various ways: The finished training package can now be used and reused by a large number of adult education practitioners to learn about OER and its benefits, as well as to gain new abilities, acquire techniques and new digital skills and receive first-hand tips and tricks to successfully take up OER in their daily work. Nevertheless, it’s still a long way to go as implementing an OER strategy in an organisation or integrating OEP in one’s training concept is also linked to a cultural change. In order to successfully take up OER in the European regions, it is highly important that the framework conditions are set, so educational institutions are capable to grasp the opportunities open learning methods and ICT provides. Raising awareness of the sustainability and potential of OER in adult education among national governments and their education departments and making them understand the current situation and challenges of adult education providers, should influence their lifelong learning policy and help them stimulate the uptake of OER by policy means.

"The employment situation for young people in Europe remains very worrying, especially for young NEETs. Many initiatives exist and it is important that the actors involved in these actions can exchange, meet and work together for better integration into the labor market.The NetMe-In project guideline is organized around 3 elements:-Professional Social Networks (PSN) and the management of one's own digital professional identity are keys to entering the labor market.-Acquisition of knowledge informally or non-formally allows to become familiar with the new opportunities of web 2.0 and builds self-confidence and commitment.-Building support networks in the territories and in Europe with all the actors in the field is essential to better support young people in their ""Pathway to employment"".NetMe-In is a continuation of the European project AcroJump which had already initiated the work on the valorisation of the informal experiences for low-skilled young people on social networks. This public was one of the ""targets"" of NetMe-in, as well as the actors of the accompaniment (teachers, trainers, actors of the orientation, the access to employment ...) and the actors of the economic world (recruiters, actors of the social economy, ...)With a consortium of 10 partners from 6 different countries (France, Spain, Italy, the Netherlands, Turkey and Croatia: FREREF, University of South Brittany, the International Network of Cités des Métiers, FUEIB, Sophia R&I, CEIS, Stichting Dutch Foundation of Innovation Welfare 2 Work, Bogazici University Llifelong Learning Center, Cistoca and Technica Skola School in Karlovac). The project had the following objectives:-The construction of local accompaniment networks (LAN), which were then combined to create a European network (e-CoPAc)-The development of Knowledge Building Caps (KBC) in the form of an online module to acquire knowledge and know-how on the management of one’s digital identity, job seeking, the construction of his network professional…-the publication of lessons learned and recommendations from the project.These objectives have been fully achieved.First, the project partners mobilized the actors from the 3 target audiences on their territory during NetMe-In days to sensitize them to the project's approach and invite them to share their experiences. 263 people participated in these events organized by the field partners, symbolizing the capacity of the project members to mobilize local actors.Some of these NetMe-In days participants were then asked to participate in the local support networks who continued the exchange of practices and began to work on the production of contents based on their experiences. 174 people have participated throughout Europe in these LAN.The content developed took the form of KBC: articulation of ""microcapsules"" (testimonials, interviews, case studies ...) in more or less elaborate training scenarios. These KBCs covered various topics such as ""PSN for recruitment"", ""PSN as a tool for successful career"", ""Accompaniment for the accompaniment process around the use of PSN and Digital Professional Identity »... 10 KBCs were foreseen in the application, and 13 were issued at the end of the project, based on 36 microcaps. These KBCs have taken different forms: comics, videos, board games, ... but all the resources are available online on the project website: http://netmein.eu/ or on the youtube channel of the project: https://goo.gl/gK8Umh These KBCs were then tested during pilot actions by the partners on their territory: 1120 people had the opportunity to test the contents developed during the project, allowing the collection of their opinions and comments.Another aspect of NetMe-In has been the creation of a European Community of Practice for Accompaniment (e-CoPAc), a European emanation of the local networks. The members of this community gathered during two mobilities and set goals and action plans for the future.Many sustainability actions are already underway, evidencing of the sustainability of the developed content. One of these is the city of Modena, which has integrated the results of the project into the training catalog offered to schools in the city, UBS which has integrated some KBC into courses for their students or the DFIW2W which is continuing the development of content with new partners in Scotland as part of a new Erasmus + project."

EuroDuaLE had pursued the objective of developing and testing an original transnational Dual Learning framework. 13 partners participated in the project, namely Centre for Studies in Law, Economy, Environment, and Work of the Marco Biagi Department of Economics of the Università degli Studi di Modena e Reggio Emilia, SOPHIA R&I, Fondazione ADAPT, Camera di Commercio Italo-Germanica, Otto-Von-Guericke-Universität Magdeborg, University of Southampton, Fondazione Politecnico di Milano, University College Leuven, Cofora International Projects BV, European Foundation for Education e.V., Universidad de Sevilla, Università degli Studi di Padova, and Università degli Studi Roma Tre.The background of the project was characterised by:¥Skills mismatch: a growing number of employers highlights the disequilibrium and the difficulties to recruit people matching with their constantly evolving needs¥Higher education programmes sometimes lag behind compared to the emerging needs of the economy in general, and specifically to emerging career paths ¥High youth unemployment, even among highly skilled young adults, is also the result of such delay, particularly dramatic in Southern EuropeThe main goal of the project is to help fighting youth unemployment, through the improvement of youth employability and the reduction of the mismatch of competences between education and labour market. The project wants to clear the path of synergy between HEIs (Higher Education Institutions) and labour market actors, giving students the chance to test new academic curricula and combining formal training (in class) and training on-the-job, geographical and virtual mobility.Therefore, the EuroDuaLE project aimed at facing these critical issues by seeking primarily to reduce the mismatch of competences. This was pursued by involving companies in the definition of the academic studying and training programmes; taking advantage of the potentials offered by dual learning programmes to substantially increase youth employability, not only at the conclusion of but also during the education experience; giving students the chance to combine and integrate formal academic training and training on-the-job.In this sense, the project set out the main objective of producing a framework for dual learning in higher education that combines dual learning and transnational mobility, giving students the possibility to integrate notional and practice training in collaboration with companies in different European countries.The first phase consisted in analysing learning and job mobility of young people (IO1) and the current situation of different dual learning systems in some European countries participating in the project (IO2).In the second phase, partners produced a model for transnational dual learning programmes in higher education. The model was firstly developed from a theoretical and methodological point of view (IO3). After that, a Practical Handbook was created considering the related issues as regards the realistic implementation of this model (IO4) in order to guide both the piloting phase planned by the project (C1 and C2) and other possible stakeholders who would like to develop dual learning programmes by following the model proposed by EuroDuaLE.The last phase of the project consisted in the realisation of the piloting phase, which gave some students of the universities involved in this project the opportunity to gain a dual learning mobility experience (physically and virtually), and to draft a methodological and practical guide for designing and implementing a quality dual learning higher education programme (IO5).The project was integrated by assessment activities of the project execution, which considered: methodology, implementation and reporting; validity and transferability of this innovative project idea; mainstreaming activities for the targeted dissemination of the project outcomes; set of recommendations directed to national and European political decision makers; the paper presenting all the methodological as well as practical aspects of the EuroDuaLE project. The objective of these activities consists in making it a scientific reference point in order to introduce the innovative elements of the model also in the already existing programmes of study.The dissemination of the project outcomes took place through multiplier events, along with other canals and instruments described in the specific section.The expected result, which consisted in defining a model to design transnational dual learning programmes in higher education, has been reached. The impact is represented by an extended awareness of the value of dual learning in general and transnationally in particular, as well as of its feasibility.

Vocational and Education Training programmes can play a central role in preparing students for work and in responding to labour market needs, representing a smart and sustainable response to economic crisis and to decrease unemployment, especially for the wood and furniture manufacturing sector that is important for most of European countries.Start from this situation, WOODUAL project aimed at building up a strong and continuative partnership among different stakeholders in the manufacturing and furniture sector and experts in education and training issues in order to update and improve the current professional profiles in wood and furniture sector answering to the current skills gaps. At the same time, the project elaborated guidelines and new methodologies in order to open the road for a more extensive use of dual learning system. The target group to whom the project is addressed were students in vocational training path and young workers in wood and furniture sector. The project contributed to adapt curriculum and qualification profiles by investigating the technological and soft skills gap in the professional profiles for the Wood Treaters, Cabinet Makers and related Trade Workers, increasing organizational, social, emotional, entrepreneurial and technological skills and competences in VET students and workers. A cooperation framework between different stakeholders (especially enterprises/employers and VET institutions) tested to define integrated transnational dual learning models: one model would not fit every situation, but a core concept can be proposed, accompanied by a “modelling engine” to support adaptation to several sectors and countries. The project produced an increased cooperation and dialogue between VET institutions and experts, companies and policy makers and institutional actors, a shaped knowledge and vision on qualifications and training process in the wood and forniture sector, an institutionalized and effective partnership and transferable framework applied to wood and furniture sector to be transferred and adapted to other important sectors in which dual learning is significant and represents an added value. Finally the project produced an effective strategy supporting a better school to work transition and facilitating young people entering in European labour market, improving their competences, qualifications and mobility across Europe.The first part of the project is based on a comparative and systematic analysis of the state of the art regarding the training and professional profiles in wood and furniture sector. Desk research and qualitative methodology (semi-structured interviews) are adopted and two different report and studies are carried out: study and analysis on labour market trends in wood and furniture sector and companies needs and study and analysis on professional qualifications and learning system in the wood and furniture sector.It was created a WOODUAL Community with a double purpose: it aims at creating a community of stakeholder in wood and furniture sector being and at the same time it is a key reference point for all the stakeholder coming from other sectors interested in dual system learning path.The core activity of the project concerned the creation and experimentation of the newly design framework for international dual system in work-based programmes. This phase of the project was crucial and challenging as it requested a deep analysis to overcome the current situation of scarce use of work-based training. The project wanted to create a new and international model for dual learning system requesting the involvement of all the stakeholders interested to the process, especially VET institutions and employers. So the model was designed on wood and furniture needs and experiences and, even though it is clear that one model would not fit every situation, a core concept proposed, modeled and contextualized in order to be adaptable to various sectors, countries and type of education. The model was tested through the involvement of 18 VET students and young workers during the testing phase and national implementation plan was created in order to adapt the model to national contexts.The handbook for VET students and skilled manual workers and the training courses was developed as a result of the public methodological guide on the newly designed framework.WOODUAL project wanted to be just the first step of a European joint effort to handle high youth unemployment rates through a common learning-training-working reference. The intent was to create an impact that was last beyond the end of this project by making the research and the developed model available also for those coming from different sectors.