Youth unemployment is a growing concern in the European context for its economic and social effects in the medium and long term. At the same time, the qualification of youth as well as a strong businesses´ involvement, would promote youth employment. With the implementation of the dual education model some European governments hope to combat the rising unemployment levels amongst young people. The suitable qualification of young unemployed would promote their employment. It is clear that in countries with work-based learning systems, young people have better opportunities for access to employment. These experiences in many of the countries of the European Union are still scarce, and there is still no firm and institutional commitment to guarantee its greater weight within the formal education systems in many of the European countries. The PADAWAN project aimed to design a collaborative and transnational online platform that involved stakeholders, hospitality businesses (SMEs in particular), VET providers, public authorities and apprentices, from 4 countries, for the provision of training, employment opportunities, and services aimed at ensuring the success of any work-based learning process in the hospitality sector, and where the learner, as an apprentice, is the key proactive element. The PADAWAN project, through the virtual environment developed, has promoted a new methodology for the improvement of 3 actors’ competences during the process of the work-based training model with the use of all intellectual outputs implemented in this EU project. The main results were: (i) A transversal training module for the development of soft key-competences for the trainee (apprentice) in the hospitality sector (ii) The creation of a collaborative virtual environment – European Apprenticeship School PADAWAN and PADAWAN Community (IO1) had the goal to promote the pro-activity of the learner (apprentice), to foster the communication between the VET trainer and the hospitality business tutor, to monitor the training path of the apprentice and to exchange good practices among stakeholders from different countries in the hospitality sector. The collaborative virtual environment PADAWAN was designed to guide, to normalize processes and to establish tasks for each one of the 3 actors involved in the work-based learning system. (iii) A Handbook for company tutors in the hospitality sector was meant to guide them through the training process and to have a clear vision of their role and their tasks (iv) Four national conferences organized in order to disseminate and exploit the Intellectual Outputs (v) One Learning activity (Short-term joint staff training events) meant to pilot the collaborative virtual environment – European Apprenticeship School PADAWAN and PADAWAN Community (IO1) The PADAWAN project has benefited the following main target groups and beneficiaries in Spain, Italy, Bulgaria, and Germany: (i) As potential apprentices in the hospitality sector: Young people aged 16-30 who were about to enter in the labor market, unemployed persons who need up-skilling, NEETs and early school leavers (ii) Education and training institutions in hospitality sector and taking part in work-based learning offer (iii) SMEs in the hospitality sector in their twin role of employers and beneficiaries of the Handbook and Protocol of communication. Thanks to the PADAWAN project, the following impact was expected and achieved in target group community: (i) Better awareness of the potential contribution of work based learning experiences who contribute to the improvement of youth employability in the hospitality sector (ii) Improvement of soft skills in the work place of apprentices (iii) Improvement of the capacity for establishing creative partnerships between education and business in support of youth employability (iv) Improvement of the awareness on potential of hospitality sector as a driver for development in the European economies The PADAWAN project has demonstrated that the collaborative virtual environment is a tool which must be taken into consideration for the monitoring of the apprentice’s training pathway and where the transversal training module should be available to enhance the employability of young people and give them adequate skills for work. And finally, the PADAWAN project has shown how the Handbook for company’s tutors is useful to give support to SMEs in the hospitality sector to implement with high quality in their part of training in the work-based learning system.

BACKGROUND: Starting point for our project “Learning e-Mobility Plus” were the increasing requirements on vocational training in handling new technologies. The digital change and the entry of innovative technologies like electromobility (e-mobility) require new competences from the professionals, which now go clearly beyond the traditional content of VET professions - such as diagnosis and repairing of computer-aided integrated motor vehicle technology. At the same time, vocational training should become more appealing for young people. Thus, vocational schools must respond with new ways of learning and learning content. Main PROJECT GOAL was to show, how innovative technologies could be included in vocational education and how to build up practicable learning environments, by using the example of e-mobility. Further, the project shall show, how to interlock vocational training more closely with higher education/research, to promote mutual learning, to strengthen cooperation of vocational training schools, academia and entrepreneurial practice and to bring forward internationalization - as a contribution to strengthen quality, job market orientation and future viability of vocational education (“new skills for new jobs”).Our project had three TARGET GROUPS:* Trainees (but also students) as learners - they shall use the newly acquired competences in their future working life * Teachers and trainers that shall pass on the new contents* Companies as future employers, decision-makers from politics and economy as well as social partners as supporters for strengthening of innovations and permeability in the education systems9 partners from Germany, Poland and Italy cooperate in our STRATEGIC PARTNERSHIP - vocational training institutions, higher education institutions and business associations. With the “knowledge partnership” vocational training-higher education-companies, the central actors were represented in the project, in order to develop and implement a practicable learning environment for vocational training schools and EU-wide applicable cooperation models for the future technology e-mobility.PROJECT ACTIVITIES Key element of the joint work was the development, testing and use of an innovative learning environment for vocational schools. For this, we developed the following products: * Concept and quality indicators for innovative teaching systems and learning environments in the technology sector* Learning models for 3 topics: “Power split in hybrid drives” (Berlin), “Switching from the conventional to electro drives” (Poznan), “Gears in hybrid and differences in technical performance” (Vicenza) - with functional requirement sheets, product specification sheets, multimedia documentations and operable prototypes (e-karts)* Guidelines for using the models in the education* Recommendations for actors from politics, education and economy with regard to the integration of the learning environments as well as their EU-wide transfer and use The development and the testing of the learning environments took place in joint working groups with active participation of the learners.Intensive networking with stakeholders and PR/dissemination accompanied the work on the products. Further, we executed 12 multiplier events in order to make available the project results to a larger group of users and to gain supporters for transfer and implementation. By this, we reached 500 people.With a view on a sustainable anchorage in vocational education practice, stable networks were build up in all three countries. As a RESULT, there is a tested innovative learning environment for vocational training in the area of high-technology that brings together the needs of learners, job market demands and academic know-how and at the same time strengthens permeability between vocational training and academic education. This covers the practical use of new learning models for technology issues in vocational schools that are easy to transfer and to use, qualified teachers, a greatly strengthened cooperation between vocational training schools, higher education and companies as well as an improved transfer of knowledge in the international context. The trainees as end users own new competences in the innovative technology area e-mobility. OUTCOMES: Our project has an effect beyond these results. The inclusion of new technology, praxis-oriented learning models and participative learning forms make vocational education more attractive. The international cooperation with higher education institutions strengthens vocational schools in handling technologic innovations. The new competences improve the employability for young professionals. At the same time they strengthen the competitiveness of SMEs. With these offers, vocational education is enhanced by educational policy-makers. In the medium-term we further expect effects on the job market and in economy (improved service quality for and demand for E-vehicles).

"The increasing digitalization of the world of work and the introduction of new technologies, systems and processes are changing the way in which companies work and, as a result, the competence requirements to the staff. New technologies require new skills that significantly exceed the traditional job profiles. The change of automotive companies from repair shops to quality service companies defines the need for technicians with diagnostic and repair skills for computer-aided integrated vehicle technology, general knowledge (e.g. on safety and environmental protection) as well as high methodical competence. At the same time, in view of the increasing shortage of skilled labour, VET must become more attractive to young people - above all through interesting new content, participatory forms of learning and access to innovative (digital) tools in the classroom.This is where our project ""Good Practice on the Move"" starts. The PROJECT OBJECTIVE was to show perspectives for a successful integration of digitalisation and innovative technologies in vocational education – exemplarily for the automotive sector, as a contribution to strengthening the attractiveness, quality and sustainability of vocational education and training, innovation excellence and ultimately the competitiveness of the European economy - in line with the EU's ""Europe 2020"" strategy. TARGET GROUPS comprised the management and teaching staff in VET and higher education, as well as the regulatory bodies. FINAL BENEFICIARIES were the trainees in automotive professions and the companies in the sector.Under the lead of the BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH, the PROJECT PARTNERS - VET schools, universities and associations from seven EU countries (Austria, Croatia, France, Germany, Italy, Lithuania and Poland) - all with long-term experience and vast expertise, joined forces to bring together a range of innovative materials and tools on digitisation and new technologies tob e used in VET, tested them for quality, practicality and transfer potential along jointly developed indicators and documented them in a good practice catalogue. Joint learning activities in the project (virtual and face-to-face) served mutual learning and supported the competence acquisition of the partners involved. In parallel, we discussed with education stakeholders, researchers, representatives of companies and sector associations as well as public authorities on the institutional anchoring of new digital technologies and digital learning forms in regular education (in curricula and teaching practice), on capacity building and internationalisation of education providers and on the further development of the VET systems. The findings from the work with trainees, students, teachers and stakeholders from education, science, business, politics and administration were and are used for the further development of materials and tools and for the capacity building. Accompanying PR and dissemination (project website and internet presences of the partners, portals, social media, project events, information in networks, etc.) made the project and its results largely visible.The RESULT is a catalogue of materials/tools for teaching new technologies in VET, indicators of good practice, questionnaires and advice on capacity building as well as lessons learned. The participating institutions use the materials and tools in the training and intensify their international cooperation. The improved competences of teachers, the closer cooperation between VET and higher education and the strengthened international exchange provide benefit both to students and teachers.The project has reached 620 people directly & 770 potentially interested. Through dissemination activities, another 3.000 actors have already benefited.IMPACT comprises more understanding of digitisation and its effects, more interest in the training courses among young people and an increase in the quality of VET in automotive professions, further development of occupational profiles, better permeability between vocational training and higher education. And through apporaching the system level, the project also influenced the regulatory VET systems.The LONG-TERM BENEFIT is an economic one, a social one and a societal one: It means increased competitiveness in the automotive industry, attractive employment opportunities for young skilled workers, more service quality for consumers, widespread use of digital solutions to expand functionality and value in use, but also to strengthen environmental protection. Finally, new technologies become an integral part of the society and their command an essential element of quality of life."

INNOVATIVE & OPEN FOR JOB-RELATED LEARNINGHow do you bring together what does not fit together?The shift in ICT technology is fundamentally changing the economy and society. Software has become the primary driver of the economy’s growth. In the automotive sector, both the entire industry and individual automotive companies are affected. Autonomous driving, alternative drive systems and connected cars characterise the sector. A trend leading to an increasing demand for skilled workers and engineers with ICT skills. The EU education systems (VET & HE) are expected to offer training in new technologies and impart practical digital competences for new technology fields.The aim of Car2Lab was to demonstrate (the automotive sector as use case) how to close gaps in training that emerged with the rapid technological development, and how to enhance vocational training and their orientation towards the future in Europe. The project’s target groups were trainees in automotive professions as users of the new learning models, teachers from VET & HE as well as authorities and regulatory bodies as users of our conclusions and recommendations. An important feature was the particularly close cooperation between VET with science and industry. To achieve this goal, BGZ bundled the expertise of ten partners: scientific institutes, VET schools and companies from four EU countries.They have implemented a set of consecutive activities forming working groups, involving learners in the implementation of the project, development of a digital learning tool for vehicle telematics with a modular curriculum and learning units for use in VET & HE, testing the model with learners, development of recommendations and a concept for permeability between VET & HE. These activities were accompanied by workshops with multipliers & PR actions with the aim to attract supporters (chambers, administrations, companies) in each country and engage with them in regular discussions.A great success of the close collaboration is a learning model for telematics applications in motor vehicles. With innovative teaching and learning tools such as the unique Telematics Box, the project successfully exemplified how a transition from hardware to software could work. We demonstrated how to communicate the basic knowledge areas in telematics and how to design modern capacity building measures. As a parallel outcome, the actions provided instructions for practical implementation. They offer a high applicability since both practical & theoretical aspects have been taken into consideration.The learning model enables practical learning for both trainees & bachelor students. At the same time, the teaching materials ensure the practical application of the technical and didactic instruments for teaching digital competences in VET & continuing education.Car2Lab unfolds its sustainable impact. The project partnership benefitted in particular from the innovative thrust that enhanced the performance of the instructors/specialist teachers as well as the structures and technical equipment of the educational institutions. Since 09/2017 ZSS Poznan has been operating as an industry school; the PSSG vocational school in Vicenza has widely modernised its structures; the automotive engineering bachelor's programme at HTW will place a stronger focus on electrical, electronic and programmable systems in the near future. Car2lab made it possible for learners to discover automotive systems & digitisation for themselves. The demand for training and study courses in the field of new technologies is growing continuously.Car2Lab clearly proves that with the right technical solutions and teaching strategy, good learning performances can be achieved even in the field of complex technologies, without overburdening learners.The teaching tools & the new competencies of the teaching staff proved that teaching digital skills to the learners of the automotive sector is a feasible approach. The Telematics Kit and other project results are in great demand and are already being used at national level (DE; DK; IT; PL) both in training and at university level. They are highly suitable instruments to improving the quality of VET.All outputs are practical & easily adaptable to the EU level (also for related professions). The intensive collaboration between VET, HE and industry has had a positive effect on the improvement of the professional competencies of all participants.Digital change in economy and work environments have a substantial impact on the modernisation of European VET systems. As a result, the demand for innovative learning concepts, such as Car2Lab, is continuously increasing.The longterm benefits are: increased competitiveness of the automotive industry, attractive employment opportunities for young skilled workers, better service quality for consumers, and widespread application of digital solutions, for example to strengthen environmental protection (optimised transport).

"GastroINKLUSIV contributes to the strengthening of the quality in vocational education and training, with the goal of equal participation of all in training and occupation. Eleven partner institutions from three EU countries worked together in the project- vocational schools, educational actors and companies from the gastronomy sector in Germany, Austria and Italy.Using the gastronomy sector as an example, the strategic ERASMUS+ partnership highlights opportunities for inclusive learning in vocational education and training. From September 2016 to August 2018, transferable models for differentiated learning in professional vocational education as well as learning materials in three difficulty levels - in standard, simple and easy language - were developed and tested in two phases. They are based on an interlocking approach of three levels of action: capacity building, competency development for teachers and practical application by trainees. The target groups of the project were: 1) trainees with handicaps and special needs. The focus was on young people with cognitive and linguistic limitations in understanding (concentration, abstraction) and command of language (reading/writing, hearing/speaking), 2) teachers at vocational schools, companies as employers and representatives of chambers of commerce or trade associations, and 3) authorities and regulatory bodies which influence the framework conditions for vocational schools.Our activities included the development of innovative inclusive learning units on four topics: meat, fish, vegetables and the food waste and a simulation game on poultry exports as well as the preparation of a manual for the development of inclusive learning materials and a guideline for inclusion in vocational schools and businesses. The goal of strengthening inclusion in vocational education and training was served by targeted networking and a series of dissemination measures. The activities were supported by strategic advisory boards, which were established in each country at the beginning of the project, with members from chambers, associations and trade unions as well as from politics and administration. The focus here was in particular on the practical suitability and EU-wide transferability of our learning and teaching approaches. The conclusions were relevant for the additional project results, including the good practice paper on inclusion in vocational schools and companies and recommendations for action for actors from politics, business and education. The immense innovative potential of the project is based on the fact that it succeeded in proving that topics such as sustainability, globalization, etc. can be implemented in inclusive teaching approaches, so that apprentices become conscious of the effects of their own actions in their professional and private lives and can strengthen their self-efficacy and professionalism. The project results illustrate exemplarily how inclusive learning can function in vocational schools and companies.As a result, materials are available in several languages that can be researched online and accessed via websites or ordered via partner institutions after the end of the project. They help to break down barriers and facilitate learning in heterogeneous groups.Cooperation between vocational training institutions and companies has been strengthened in all countries and the innovative approaches and materials for inclusion are easily applicable for vocational schools and companies at the national and European level. They are not only suitable for the training in the gastronomy sector. They can be adapted to other occupational fields and training areas, such as in the social field or in trades.Addressing topics such as sustainable handling of food, food waste, discrimination etc. is of interest and desirable for many other occupations.The success of the project is documented by the Sustainability Award, which GastroINKLUSIV received in May 2018 as part of the educational congress WeltWeitWissen 2018 - Lernen für den Wandel, which was held under the patronage of the Bremen Senator for Children and Education, Dr. Claudia Bogedan, and the Lower Saxony Minister of Culture, Grant Hendrik Tonne. The prize went to the GastroINKLUSIV project together with the ""Anders Wirtschaften - Globales Lernen für die Berufliche Bildung"" project. Both projects were honored at the congress as outstanding examples of global learning and education for sustainable development."