Studies on implementation of newly acquired skills show that without support mechanisms, learning itself does not result in knowledge & new skills being used in the workplace. A research conducted by Project Partners confirms employers and HR departments’ desire for a tool that would support implementation of training effects into the workplace. Respondents of the research agreed that such a tool, available online, would help to grow their organizations. Introduction of innovative ICT tools in continuing vocational education and training is strongly supported by European Authorities’ recommendations.The aim of ELSS project was to increase effectiveness of implementation of newly developed skills, gained during trainings, by providing an online service supporting the transfer of learning into the workplace that can be used for any classroom training, e-learning module or other forms of learning. Such a tool is of interest to Partner’s organisations (their trainers, trainees) and their target groups: employees in private & public sector, SME owners, HR departments, employers, employers’ associations but also for institutional stakeholders e.g. VET education institutions officials.2 outputs were created to reach Project aim.First, the Extended Learning Support System (ELSS),an online service supporting learning implementation. It allows to create pre- and post- learning tasksfor trainees to motivate them to learn, to secure knowledge retention and implementation of learning in practice. Through its functionalities it encourages social learning and enforces involvement of trainees’ supervisors as coaches and mentors.since as research shows they are crucial for on the job implementation of knowledge and skills inside organizations.To create the System, Partners analysed expectations of possible userspertaining to its functionalities, designed and tested the system at all development stages, applying changes when necessary. The final System version is available online free of charge in 4 language versions: English, Greek, Italian and Polish.To evaluate ELSS impact on learning implementation and provide necessary improvements, Partners needed a reference point hence communication skills e-learning course was developed - a standalone solution as well, together with pre- and post-learning tasks in ELSS for this e-learning, both in 4 languages. Together theyform the second output, ELSS with e-learning, which is now ready to be used by trainersand organizationswho want to be sure that the training on communication skills for their trainees/employees produces real, positive changes in their work.Results of ELSS evaluation confirmed that the system encourages trainees to implement learning into the workplace and increases knowledge retention and skills implementation, which was the desired, qualitative impact of the Project. As for quantitative measurement of ELSS impact, it was counted that as a result of the actions leading to the development of outputs as well as dissemination activities more than 12 000 organisations are likely to implement the ELSS methodology.Project results were disseminated to target groups both within Partner’s organisations & outside. Stakeholders expressed their interest in using ELSS, also because they saw this as opportunity to spread learning culture throughout their organisations partly due to involvement of trainees’ supervisors in the process. Producing and disseminating 2 high quality outputs was possible by forming a Strategic Partnership of 5 experienced partners from 3 European countries:PAIZ Konsulting (PAIZ, PL), Project Leader, has significant experience in coordinating EU-funded training projects, has been a partner in Lifelong Learning & Erasmus+ projects developing vocational competences, including development with the use of ICT tools.Effebi Association (Effebi, IT) is working in the field of development of HR & organizational models in banking & financial sector, has a consolidated experience in the management of EU projects in the field of quality assurance for VET systems & in projects aimed at using ICT tools for learning purposes.Hellenic Society for the Promotion of Research & Development Methodologies (PROMEA, GR) is an entity with experience in the development of new technologies for pedagogical purposes & in EU co-funded research & cooperation. The Italian Confederation of small and medium private industry (CONFAPI, IT) is one of the main actors in the Italian economic & political environment, implementing initiatives & programs aiming at promoting economic & social development in the country in collaboration with National & European Institutions.The Italian Association for People Management (AIDP, IT) is an association of managers & professionals active in the field of HR; experienced in activities on national & territorial level (conferences, research, surveys, workshops, publications).

The EU-DualS project was based on the idea to alleviate Europe's job crises as well as - on the other hand side - lack of skilled workers, starting from professional training and educational systems in different EU-Member States. Youth unemployment rates in Europe, especially in the southern countries, are still extremely high. The EU-DualS project intended to create a bridge between schools and the job market, introducing students gradually and practically into the work enviroment.In this context, the actual German Dual System for VET represents a best practice in Europe. It is able to introduce youth into the job market, applying learned competences during practical work in companies, and only the necessary theoretical teaching at schools (1-1,5 days/week). The purpose of the project EU-DualS was to elaborate a fast-track approach to adopt the German Dual System in an innovative way in other member states, like Italy and Spain. EU-DualS project has for this planned a pilot school class period in professional training schools, where less time is dedicated to school lessons, and more at work in companies, plus a 1 month mobility abroad to work in companies in another country.EU-DualS introduced this new methodology for school and company cooperation and elabrated an approach to adapt the 6 most important principles of the German Dual System to other countries like Italy and Spain. In order to do that, a school or a regional school office can use the 2 Intellectual Outputs of EU-DualS, one Guideline (O1) to prepare for such experimental teaching/training, and a European Model Curriculum (O4) that describes the approaches implemented by the project partners in collaboration with 3 pilot schools, 1 in Lombardy (I) and 2 in Basque County (E). These tools allow now to be applied also in other member states, piloting a step twoards the Dual System, introducing key elements in line with national school and training requirements. The idea is to encourage students, schools and entrepreneurs to discover the advantages of the Dual System, and thanks to the positive results get more engaged in establishing step-by-step a complete - also institutional - system, adapted to national needs and specificities.With the 1-month work experience mobility abroad for 21 students from Italy and Spain in German SMEs, with tasks in their field of professional training (mechatronics), the students made an important experience. They understood which skills they learned are key competences, as well as getting in touch with the job markets and economic realities and culture of another country. This resulted in an additional motivation push for the learners for the last year of school.With all its activities, the project was be able to:- bridge the gap between VET professional schools' world and companies, contributing to reduce the unemployment rate among youth: all students of the 3 pilot classes found a job right after the end of their school final exams!- create sustainable relationships and collaboration among enterprises and schools: the cooperation on local levels will allow to repeat similar experiences in the upcoming years with other students.- (ET2020 strategy) contribute to decrease the rate of early school leaving: none of the students left the school before the end of the school curriculum.- (ET2020 strategy) contribute to achieve an high quality of efficiency for the education sector, boosting mobility activities as part of the a European school curriculum: the 1 month mobility to Germany the quality of the training of the 21 learners involved into the pilot activities of the project was definitely increased. EU-DualS target groups were students (aged 17-19), VET teachers, entrepreneurs as well as students' parents, which were regulating invited to events organised at the pilot schools about the project.Thre project activities implemented in different phases have been:1) project management: along the project lifetime, coordinating all actions in a collaborative manner among partners2) preparation of the pilot phase: 3 technical workshops (1 in Germany, 1 in Italy and 1 in Spain, in total 30 people) in 2016.3) PILOT ACTION with 15 students in Italy and 30 in Spain in 3 schools. It followed a regular school year. Students had between 50 and 80% of school lessons, and 20-50% work experience. Moreover 21 of the 45 students participated to a 1-month work experience mobility in Germany. In order to be prepared, they have attended German language classes.4) E-learning: all IO's and 5 examplary videos have been uploaded to the project website www.europeandualsystem.eu available for other schools, companies and students.5) Evaluation: eventually, all students found a job after their school, and enterprises in the areas ask for even more learners/apprentices.6) Dissemination: 4 multiplier events in Italy, Spain, Germany and Belgium (Brussels) have been organised in 2018, with more than 250 participants in total.

"ContextThe European labor market is undoubtedly facing major changes. It is not certain that the skills and qualifications provided by the European education system are capable of meeting current and emerging needs, which means that there is a possibility of continuing imbalances and gaps in supply and demand for skills. The European Commission (EC) has launched the ""New Skills for New Jobs"" initiative to provide a general framework for the implementation of policy actions in the European Union (EU). Building on this initiative, the EC has highlighted the need to enhance the attractiveness of VET, for example through ""An Agenda for New Skills and Jobs: o European Contribution to Full Employment"" and ""A New Impetus for European Cooperation in education and training to support the Europe 2020 strategy ""(EC, 2010a; 2010b).Following the analysis of needs and shortcomings made by partners to prepare this proposal, the main problems identified were:- Practice traineeships in the EU continue to be underdeveloped. The situation varies greatly by country. Those enrolled in apprenticeship, strictly speaking, account for 33% of secondary VET students. 24 EU countries have programs where students spend more than 50% of their time at work, but the scope of the systems varies greatly.- Efforts are needed to invest in expanding apprenticeships and in internships in countries where opportunities for this type of learning remain very limited.- The permeability between IVET and CEFP is often an important challenge for individuals in pursuing their professional training.- Lack of experience at work, skills and professional skills is one of the factors contributing to the ""skills gap"" in the EU today. While 5.6 million young people in the EU suffer the consequences of unemployment, 36% of employers' reports refer to the fact that they are struggling to find new recruits with the skills they need. The project aimed at the homogeneous and systemic application of WBL principles at the level of the VET provider, the development of VET programs (both EIT and CEFP), guaranteeing transparency and recognition of skills and qualifications, increasing employment opportunities, lifelong learning behaviors and mobility for learning and work within the sector.PurposeThe project aimed at developing a European Training and Training Instrument to support the practical implementation of labor-based learning at all stages of education and training. Furthermore, the project supports the implementation of WBL quality assurance mechanisms in VET in the fashion sector, with a specific focus on feedback loops between iVET and cVET systems.Project objectives were as follows:- The qualitative increase in the VET offer, leading to more professional qualifications for the labor market and hence higher insertion capacity.- Greater professional collaboration between VET providers and businesses as part of the learning process.- Increasing the level of interest among businesses and VET providers, adopting learning methods based on work experience, as learning tools.-Developing a European-level technical education and a set of tools to support and apply on-the-job learning at all stages of textile education and training.PartnershipThe project brought together 9 partners from 4 European countries, forming a transnational cooperation partnership with a balanced geographical representation of the Erasmus area and a qualitative representation for Romania.The project partners were companies, VET providers, chambers of commerce, universities, schools, from Romania, Italy, Bulgaria and the Netherlands.The main activities of the project were: the development of the management and quality plan, the definition of bilateral cooperation agreements with partners, the organization of virtual partner meetings, the development of operational, administrative and financial management (including organization of partner meetings, project brochures and other dissemination materials, exploitation and sustainability strategy and IPR agreement.The results obtained within the project were:-Report on the Implementation of Learning and Quality Assurance in VET in the 4 partner countries in the fashion sector.- Set of tools to support WBL to implement concrete WBL (learning-based learning) programs in IVET.- Quality assurance guidelines and tools for WBL.- Learning program for IVET teachers and trainers (tutors, mentors, coaches) in WBL and Quality Assurance.Impact: supporting iVET programs to align quality initiatives with European sectoral education and training policies,help providers in this sector and local / regional / national authorities understand the level of change needed for VET providers and delivery to align WBL and QA with existing WBL and QA policies, promoting awareness-raising of work-based learning and quality among stakeholders in the sector, creating a space for cooperation and trust between iVET providers at national and European level."