"""Isolated and labeled"" often as ""different"", young people with learning difficulties and autistic people risk being excluded from society. An exclusion where an important determinant is given by the absence of work. And especially for those who live in hardship and disability, work is not only a vehicle of economic independence but also a tool for realizing oneself as ""active people"", inserted in a community, its absence a vector of isolation. WeAR (We Are Reality) aims to support the social and work inclusion of young people with learning difficulties (DSA) and autistic young people (17-29 years) through the improvement of training and mentoring methods in WBL, in specific paths VET oriented to job placement with the involvement of various subjects: trainers, educators, companies, young people from organizations from 3 countries: Italy Germany Portugal.Specifically, the project involves the design and implementation of a job placement module for young autistic and young people with learning difficulties which provides a classroom path and a 3 months WBL (IO1 Module PIL). The classroom path will be characterized by empowered approaches, transfer of skills through the use of experimental tools that will be designed and developed during WeAR and which represent some of the innovative elements of the project: augmented reality application for the acquisition of procedures to operate in safety (IO2) and an escape room for didactic use for the enhancement of transversal skills (IO3).The real challenge of WeAR will also be to propose a path by investing in the relationship between two very specific targets sharing the learning difficulties, autistic and young people with learning difficulties, contrary to the tendency to keep the first ""blocks"". Another innovation is in theinvolvement of the target in a path oriented purely to job insertion that uses a methodological syncretism including the TEACH approach and the task analysis created to facilitate the acquisition of knowledge and skills in autism, which instead are adapted for both groups of young people, an empowerment approach with a job orientation, practical experiments also in simul-business environments, approaches to support co-working.The job placement module will be tested during the WeAR course with the involvement of 10 young people in each territory (Tot 30) and 10 VET trainers / educators (tot 30) who will be involved in a training course for trainers characterized by 2 learning activities, training on site and reinforcement via webinar.A kit (IO4) for multidimensional assessment of VET pathways aimed at facilitating job placement for young people with disabilities (in particular autistic people and young people with learning difficulties) designed, tested and validated during the project will allow to detect the real impact of the experimentation. The Kit (which will also make use of IT tools) will allow you to verify the change initiated by the young person himself and the impact of the experience on a series of dimensions relating to the young person and to all those actors without the involvement of which the insertion and the inclusion of our target would not be possible: families, businesses, institutes and training agencies.Other tangible results of the project: Training booklet for trainers on methodologies to support the job placement of young people with learning difficulties and autistic young people, Operating instructions for the use of augmented reality applications, Operating instructions for the design and preparation of an educational Escape room (multilingual), The history of WeAR: final project report, Dissemination and diffusion report, WeAR the short: the story told with videos and images.Among the main impacts: insertion of the work placement module into the system by the organizations involved (in particular LARISO, IB, ATC) as a proposal for young autistic people and young with learning difficulties; use of the job insertion form within the training courses intended for young people in general by other VET agencies in the 3 territories; use of escape rooms, augmented reality and evaluation kits by VET agencies and institutions of the territories involved beyond the conclusion of the project; greater awareness of the communities of at least the 3 nations involved, compared to the possibility of job placement of young people with difficulties.The invitation to Multiplier events of representatives of VET agencies from other countries will contribute to the dissemination of results also in other territories and to greater sustainability and transferability."

The TRIALOG project partnership has been very committed for supporting innovative cooperation between VET educational sector and the employers. Our reached objective was to develop and put in place an easy to use and efficient tool, empowering the teachers from schools, tutors from companies and students to better cooperate in a work-based context. The Trialog mobile app, through its two components is supporting both the LEARNING and the TEACHING processes within a work-based internship. A more pleasant and efficient LEARNING process provide the better matching between the graduates skills and the employers needs. The TEACHING component supports the teachers and their partners from companies, the tutors to correlate the educational standards, and the real requirements of the workplaces (as compensating the gap between the training programs and the real world new challenges) The developments have been built on the concept of SMALL FEEDBACK CYCLES, meaning that the student receive a daily feedback for its demonstrated competencies, including soft skills, and the teachers and tutors are supported to plan the internship as being possible this kind of daily feedback.This is the aim and the main function of the LEARNING component: the students has in „his hand„, through the Trialog mobile app, the option to (1) register him/herself in an internship already defined by the tutor & teacher; (2) to visualise the elements of the internship -competencies, location, tutor and teacher, the daily task for each single day etc.( visible by teacher-tutor and student; (3) the student can easily inform the tutor, if, because of various reasons he/she will not attend the planned activities; (4) at the end of the day each student is invited to upload its own self-evaluation, concerning the concrete tasks accomplished; (5) and the students will receive the feedback from the tutor, in real time, for the demonstrated-validated technical skills and the list of soft-skills relevant for the tasks of the day; The daily feedbacks will provide the final competence profile of the students, recognized implicitly by the tutors, and the students has the option to upload in the system some photos, video etc., relevant for the accomplished tasks and associated competencies. The main activities of the project implementation are related to the development of the mobile app:- the definition of the envisaged functions together with the technical experts and the final beneficiaries; - the development of the web-interface, providing to the teachers and tutors to store the structured information about the planned internship; - the pilot phase of the proposed internship, during a whole cycle, in 7 schools, with 45 students and their teachers and tutors. The staff from the partners benefit from a C1 short term joint staff training, preparing them for the piloting phase of the Trialog app, and later 20 students demonstrated their competencies within the C2 student mobility sessions, both organized in Germany. Each partner organized local, regional or national multiplier events, which together with the six type of dissemination events created the best context for promoting the three finalized intellectual outputs. O.1. – the Work Based TEACHING tool, which support the induction of the new teachers and tutors entering the work based teaching world. O2 - the Work Based LEARNING tool, is the component designed to support the recognition of the DEMONSTRATED competencies of the students, a mutual recognition issued by the employers and the teachers. O3 – the Guidebook to assess and monitor the WBL and projects that include WBL is intended to support the real sustainability of the project results, within an extended partnership at regional and European level. The result of the project have been disseminated at local, regional and international level; the project have been selected for the national valorization event organized by the Romanian Erasmus+ National Agency, „INVATA SI DA MAI DEPARTE” (1-2 November 2018) . The project and its next developed versions are considered relevant for the European Priority of INNOVATION & DIGITALIZATION, and the results and the whole process will be at the center of coming European events (February, March 2019) hosted by Romania, holding the EU rotative presidency in 2019.

"<< Objectives >>A work experience with a European reality in the Erasmus world in which the leader has never worked and to which he aspires out of desire for openness and professional and cultural growth; a sharing and experimentation of methodologies and approaches that can more involve the NEETs of the different territories; a boost to the use of digital thanks to the presence of a partner particularly advanced in the sector<< Implementation >>An educational game project involving in the conception in the historical and environmental contextualization (Barbagia Sardinia, rural area Timisoara-Romania), the young Neet that we will involve. A training course that will allow young people to have skills and tools to carry out the educational project; 2 courses that will allow everyone to acquire knowledge and skills (augmented reality and Edu-larp); synergy and agreement between partners to network and lay foundations for other activities.<< Results >>A working model to be able to involve young people. Edu-larp, conceived with the help of augmented reality, enhancement of the territories of origin of young people and ""obligation"" to use English in gaming and virtual contexts, as impactful as we thought it would be. Satisfaction with having carried out a project with Erasmus for territories that are in extreme need to feel Europe closer to them. A basic development network agreement for more inclusive projects with a broader partnership."

Enhancement of WBL models is the objective of numerous cooperation agreements between European states and it is also a goal of the EU Commission. This has led to initiatives such as the “European Alliance for Apprenticeships”, which was launched in July 2013. Work-based learning in all its forms is a flexible VET model that serves the various interests of society. WBL experiences represent a fundamental tool for the development of key competences in dealing with working changes and ensuring employability. It has been highlighted the strong educational value of such experiences as they enable the acquisition of knowledge and competences, additional to those obtained through the ordinary training curriculum, as well as of intercultural and language abilities and skills, attitudes towards change and “international competences”. TRAM-WEB project improves transnational WBL for learners by creating and validating a WBL implementation model engaging companies, schools and VET organisations. Through its focus on educational opportunities and career advancement in the labour market, TRAM WBL project has the potential to turn entry-level work experiences into career opportunities, thereby increasing learning and improving student retention and education progress. The mutual business-school support of a WBL model helps create a community-wide environment of collaboration and cooperation. TRAM-WBL project has implemented a platform to provide support to international mobility within formal learning pathways. The platform may be used for the management and administration of international mobility activities offering support to learners, teaching staff and host companies in a way that should ensure that the full value of international mobility experiences is achieved. It offers a consistent framework for mobility. It includes: quality assurance elements; shared references which can be considered as a “common body” of learning outcomes related to a qualification which is applicable across countries; eligibility criteria, which are to be met by institutions that want to join the network; templates for LA, MoU and PT.The project management activities included the organization of a kick off meeting, 4 transnational meetings and a final International conference.TRAM-WBL partnership consists of 11 partners from 7 different countries:FONDAZIONE CENTRO PRODUTTIVITÀ VENETO–IT is a Foundation promoted by the Chamber of Commerce of Vicenza and other 4 Chambers of Commerce and several Business Associations.ASSOCIAZIONE STUDIO L&P–IT carries out researches, surveys, studies on the industrial sector. CESPIM - CENTRO STUDI PER L'INNOVAZIONE D'IMPRESA–IT (agency for SME’s innovation) is a technical structure of CONFAPI (Italian Confederation of the Small and Medium Enterprises which today represents more than 90.000 associated enterprises employing about 1 million of workers). ISTITUTO GUGLIELMO TAGLIACARNE–IT is a training and socio-economic research Foundation, established by the Italian Union of the Chambers of Commerce. UFFICIO SCOLASTICO REGIONALE PER IL VENETO–IT represents one of the regional branches of the Italian Ministry of Education, University and Research. INTERNATIONALER BUND E.V., IB SÜD–DE belongs to the Internationaler Bund, one of Germany’s largest non-profit organisations for training, youth work and social work. INSTITUTO DE SOLDADURA E QUALIDADE–PT is the biggest Portuguese technological infrastructure and the second biggest VET player in Portugal.BIEDRIBA EUROFORTIS–LV promotes continuing education of schools and enterprises, supporting development of hard & soft skills.OBCHODNÁ AKADÉMIA DUDOVA–SK is a Business Academy, an economic school.FUNDACIÓN PARA LA FORMACIÓN, LA CUALIFICACIÓN Y EL EMPLEO EN EL SECTOR METAL DE ASTURIAS – ES promotes training and professional qualifications, as well as labour improvements, for the industry –metal sector in particular. CHAMBER OF CHALKIDIKI – EL is a consulting and advisory body of the state, aiming at the local economic development. The project has given the opportunity to:- explore companies’ required support for effective student learning in WBL environments abroad and to develop information and guidance materials and tools for employers, students and schools/VET providers teaching staff;- support schools/VET providers on how to improve integration of WBL into school-based practices or how to innovate existing WBL practices;- promote school and business collaboration on the provision of WBL meanwhile enhance cooperation in areas such as curriculum design, career guidance and mentoring and results in better value for money, /resources/technology are shared with employers;- identify and disseminate effective institutional policies and practices in engaging and developing the “employer role” in providing successful WBL learning environments.

Published data from the UNESCO institute for statistics (UIS) shows that if the current trend continues, 33 countries will not have enough teachers to provide quality education to all children by 2030. It was then EU education commissioner Androulla Vassiliou who in 2012 highlighted the first signs of a shortage of teachers in Europe. EU countries are beginning to note shortages of specialised teachers in a problem that looks set to get worse, the European Commission has warned. The problem comes from the ageing pool in the profession - over 30 percent of teachers in Germany, the UK, Italy, the Netherlands and Belgium are currently approaching retirement age. Few work past 60 in a sector which favours early retirement. At the same time, graduates - especially in Portugal, Hungary and Belgium - are becoming less interested in working as teachers despite increases in salaries and still a great deal of public confidence in the teaching profession. The strange thing is that this finding is at odds with the teachers' own perceptions: 81 % of teachers in the EU feel teaching is not valued in society. Teaching – a profession that dates back through the generations – seems to have lost some of its attractiveness at present. An ageing teacher population, severe teacher shortages, difficulties with retaining younger teachers and a significant gender imbalance in staffing at different levels of education are just some of the serious challenges facing the profession. In the EU, only 7 % of all teachers are under 30 years old, while around 36 % are 50 or older. Also, 72 % of the nearly 6 million people working as school teachers are women, thus confirming the perception that teaching is a 'woman's world'. An extensive 2014 survey revealed that over a third of teachers in the EU work in schools with a shortage of qualified staff, and nearly half of school directors report a shortage of teachers for special needs pupils. Perhaps more worryingly, 81 % of teachers in the EU feel teaching is not valued in society. For most EU countries, raising the status and attractiveness of the teaching profession is therefore an urgent necessity. Despite the seriousness of the challenge, only 11 EU countries have taken some policy measures to make teaching more attractive. Despite the seriousness of the challenge, we only see in a limited number of EU countries that governments at national and/or regional level are implementing policies to make education more attractive. This project involves VET schools from Latvia, the UK, Finland and Belgium. A total of 4 peer evaluations will be carried out. Based on these peer evaluations we will make an inventory of our joint lessons learned and we will support each other in further optimizing each other's practice by searching together for answers to each other's learning questions and providing each other with some advice.With this project we want to examine how within the different participating countries they are dealing with the increasing shortage of teachers in general and the shortage of teachers in VET in particular. We want to learn from each other and with each other what measures are taken at national, regonal and school level and the level of the teacher teams to deal with the shortage of teachers in order to be able to offer quality education on a permanent basis. In doing so, we also want to reflect on the way in which beginning teachers are supported in the first years of their careers and how this support takes further shape. Finally, we would also like to consider the intrinsic motivation of teachers and how you, as a manager, might have an impact on this. We want to do this by sharing examples of good practice with each other. We will use the methodology of peer review; we will focus on the shortage of teachers in general and the shortage of learning in VET in particular, together with the learning questions of the organization to be visited. After each peer review, a report will be written for the organisation being reviewed, in which we will identify each other's strengths and the points for improvement. At the end we will provide answers to each other's learning questions and formulate a few recommendations. The project partners will then each work with their own report within the quality functioning of their institution in order to further optimize their practice.