<< Objectives >>Since the onset of COVID-19, there has been a dramatic reduction in the number of transnational mobility opportunities for learners across all sectors & low-skilled VET trainees in particular. PTMA aims to use digital technologies to prepare & accompany potential mobility participants so they have the confidence to take part safely in transnational mobility &/or in-person/hybrid work-based learning experiences.<< Implementation >>Our research showed that an overwhelming majority of young people aged 16-24 own a smartphone. This is where the idea for the PTMA project was born. We will create a multi-format ‘Personal Transnational Mobility Assistant’ smartphone app with customisable scenarios & solutions, access to key documents & one-touch messaging with identified contacts. We will also design multi-access interactive mobility preparation modules for trainees & a pedagogical guide for educators.<< Results >>All the PTMA results will be digitally based, open-source, available in 8 languages & tested by 48 learners & 16 tutors in the pilot studies across the 8 countries of the partnership. The PTMA results will be adaptable to other sectors, dramatically increasing the potential impact & underlining the cross-sectoral dimension of the project. In this way, the PTMA project provides innovative digital solutions aligned with the technology & needs of today without neglecting the experience of yesterday

"The objective of the MOBILITY+ project is to build tools that enable adults’ education workers to raise awareness and support their beneficiaries in taking part in mobility projects. It is also to adapt the tools to be used by adult education structures not only throughout the partners' countries but also throughout Europe. This project aims to design innovative and adaptable training programmes and resources for adults’ education workers and their beneficiaries. Thus, they will have the possibilty to enrich their participant’s professional path by helping them acquiring an experience abroad and developing competences that will be complementary to their educational process. The MOBILITY+ project partners are located in territories on which unemployment has an impact and where opportunities such as European mobility programs are less present. People who are far from employment must be remobilized and accompanied in basic knowledge and interpersonal competences. These prerequisites need the pursuit of actions adapted to individual situations. The target groups will mainly be workers of the adults’ education field, future participants to mobility projects and also their sending organisations. Even if some of the beneficiaries of such non-formal adults’ education projects are more autonomous than others, it seems very important to accompany them all deeply before, during and after their return from abroad to ensure that they all get the most out of their mobility experience. The MOBILITY+ project will directly involve 40 workers of the adults’ education sector and 50 participants to mobility projects, including at least 20 with fewer opportunities. The partners of the project will therefore undertake the realization of 4 intellectual productions: an ""Information and Orientation Training"" to improve the adults’ education workers’ knowledge of programs and projects of mobility. It will be the opportunity to promote a more adapted and personalized support and guidance of future mobility participants; a ""Competences Manual"" for professionals in the adult education field that can help them understand and explain the key competences to their beneficiaries. The output will be fully adapted to the adults 'education sector; a ""Path Definition"" developed in the form of a portfolio and a pedagogical video to help adult education workers establish a link between needs and expectations of their beneficiaries with the aim of obtaining a reinforcement of competences and finally a ""Valorisation Workshop"" and its guide to monitor the follow up of participants upon return of mobility projects and reinforce the benefits of international mobility for workers in adults’ education field. All four outputs will be user-friendly, consultable, downloadable and available in 4 languages (English, French, German and Estonian). The impact of our project will be on the number of adult education workers involved, trained and empowered to support future mobility participants. It will also be on the future mobility participants that will receive a personalised support in order to be well oriented and prepared to benefit from this mobility experience in terms of competences, professional and personal experience. Also, by maximizing the follow up of participants by adult education workers and the capacities of the people with fewer opportunities while undertaking a mobility experience, the desired long-term impact is for them to have more opportunities to access employment and to be socially integrated after their return. Finally, the impact will be on the degree of added-value that the development of strong active partnerships between sending organisations and their network of adult education workers will bring to the partner organisations. This will strengthen their cooperation and help in the good orientation and support of the beneficiaries of the adult education sector. education."

<< Background >>Education institutions are among the most influential elements of implementing concepts of sustainability and sustainable development and their decisions affect the economic, social and environmental dimensions of the communities and regions around them. Society expects them to educate the youth and contribute to the society. Still there is no clear understanding how to integrate sustainability into the systems, no guidelines to action, no checklist that would be equally helpful for all VET or could be applied across the board by all. Institutions are too different in terms of their legal form (private or public), location (rural or metropolitan) or size (small and specialised or large offering a full range of faculties).<< Objectives >>The aim of the project is to make the research and overview on the good practices within European VET schools, prepare the guidelines on innovative teaching methods and staff and students' systemic engagement activities and platform for the experience sharing and contribute to the environment and climate change activities in European Union and beyond.The objectives of the project are:1. To motivate and empower people via new training and engagement opportunities in the field of Sustainability.2. To provide innovative solutions , teaching methods, research and practice to target groups, staff, teachers and learners of Vocational and Adults Education;2. To excel and expand the knowledge on the good practices to eductational institutions and key players in the sustainability issues and activities in Europe;The operational objectives of the project are:1. To produce a comparative study on the activities related to these sustainability issues, in each country/region;2. To create a collections of workshops presenting different approaches to the sustainability training and engagement activities of each country;3. To develop a trainer's guide including a collection of recommendations and best practises for the promotion of sustainability issues via training and engagement activities to empower youth;4. To create an online learning platform with on-line learning resources;5. To provide training opportunities for VET staff and learnersThe target groups of the project are:- Staff and students of VET and adult education, organisations active in the field of sustainability projects, organisations active in the field of youth education and training, representatives in the field of social affairs, local, regional and national public authorities and policy makers;- Final beneficiaries<< Implementation >>AimActivities and resultsTo reduce social-ecological impact of educational establishments and widen and deepen their impact on societal development.Experience exchange, online or mobility, surveys and interviews, based on sustainability indexesTo prepare students as leaders for tomorrow and increase engagement, working for greener and sustainable future. To reflect with students and personnel on how we can develop your activities to become more impactfulTo create guidelines, innovative teaching and engagement methods and toolsTo share insightful stories on social media to add to the overview of activities and challenges about successful projects, effective strategies, and learnings from failed attempts to inspire others to develop in the areas mentioned aboveTo ensure communication, webpage, posts and articles published, To create IT platformTo create network and organize online summitTo set up a Green Office<< Results >>-Quantitative results:- Education programme and guideline produced - 1;- On-line learning platform developed – 1;- number of transnational project meetings - 4 ;- number of staff training - 1;- number of educators participating in the trainings - at least 20;- number of local dissemination events - 7;- number of participants of the local dissemination events - 200 persons;- number of persons visiting the on-line learning platform, at least 300 persons by the end of the project;- enhanced cooperation between organisations in the adult education - at least 8 organisations.Qualitative results:1. For the VET educators:- expansion of knowledge and skills in the sustainability issues;- expansion of knowledge and skills in involving and empoweringtarget groups;- wider use of innovative methods and new approaches to the promotion og sustainability in action ;- increased competence in foreign languages;- greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity - improved competences, linked to their professional profiles;- increased opportunities for professional development;- increased capacity to trigger changes in terms of modernisation and internationalisation;- increased motivation and satisfaction in their daily work by using new, efficient methods and approaches.2. For target groups (students, staff, teachers and stakeholders involved):- increased accessibility of trainings and engagement activities in sustainability field;- enhanced opportunities to explore European best practice in sustainability in action;- motivation and empowerment via the extended research, experience exchange and guided instructions on teaching and engagement materials;- raise the quality of living of target groups.3. For the partner organisations:-strengthening of partnerships;-joint activities in sustainability in action, reporting, impact assessment, involvement of stakeholders;-intercultural cooperation;-Cooperation between NG), SME and Educational Institutions - synergy of knowledge, approaches, evaluation practices and involvement practices.

<< Background >>Europe is facing its greatest threat since World War II. The COVID19 outbreak is triggering unprecedented social & economic consequences. We are faced with a ‘new normal’; a previously unfamiliar or ‘atypical situation that has become standard, usual or expected’, bringing established practices into question.The integration of digital tools and immediate transfer to distance training and learning has caught in surprise the centres of Vocational education and training. It is obvious that the VET system has suffered because of not only the improper preparation of the VET providers but also the lack of the materials has played an important role.The pandemic has been accompanied by a rise in nationalist sentiments in EU member countries. It has re-ignited debates about national-versus-European identity.The negative impacts of these changes have had disproportionate effects on professional courses such as Wellness and Cosmetology, with the result that teachers from these courses are facing the real need of digital, interactive and user-friendly materials for better delivering of the courses. As Cedefop reports ‘Digital gap during COVID-19 for VET learners is at risk in Europe. An entire partner organisation of VET learners has seen their education and training being interrupted. This population could suffer severe disruption of their learning if continuity of distance learning is not ensured.These preliminary conclusions raise awareness on the need to develop further the digital competences of teachers and trainers, promoting their participation in continuous professional development, facilitating their mobility, involving them in future policy design and fostering their wellbeing. To test these observations & support the clear need for this project, the project partners undertook a Needs Analysis based on internal survey: More than 50 teachers of Wellness and Cosmetology VET courses replied to the survey from all participating countries: This internal research has shown that 80% of activities in Wellness courses have turned online without proper digital materials. 75% of the teachers from partner and applicant organisations have pointed out the lack of digital materials especially in the field of Wellness and Cosmetology courses and the need of interactive, inclusive and free access online sources for both teacher and learners. Another 95% of the participating teachers have selected the fact that it has been their first experience in distance teaching, and that many of them have never used any European platform or portal for searching teaching materials.44% of them think that teachers don’t have proper preparation to teach online and use distance learning materials. Whereas 90% of them are quite sure that there is a need of a proper methodology, strategy and plan for distance teaching in VET. For 81% of the participating teachers the highest challenge they faced in distance learning was to attract the learners attention and motivate them to participate. For 95% of them the challenges with learners are due to the lack of materials, digital interactive components and the lack of methodology/strategy in distance teaching. Very often learners take the activities for granted and try to foresee the upcoming lessons.These results highlight the transformation that digital materials can bring to Wellness and Cosmetology VET sectors and how these learning materials would create a ‘win-win’ scenario where each partner brings its competences & knowledge that could benefit the others, demonstrating the potential added-value of the project.Our research underlined the urgent need for innovative solutions and digitalization in VET system.<< Objectives >>The primary objective of the project is to facilitate innovative, digital & inter-European collaboration so as to encourage Wellness and Cosmetology VET course providers, teachers and staff to learn from each other & to create new digital materials for distance teaching in VET. By connecting inter-national teachers to the European community, the project aims to improve the digital learning process of VET students through the upskilling of key competences & reinforce the ‘values of supporting development of professional networks across Europe, International dimension, Recognition and validation of skills and qualifications, multilingualism, essential parts of European identity’ (European Parliament Press, March 2021).The partners believe passionately in the concept of community of practice. However, a community of practice model should not be limited to the local area or the regional area or even within member states. The potentially most useful & impactful CoP, is a community built around the entire European Area. Each partner has competences & experiences which if shared with other groups, learning can be maximised & opportunities for fulfilling employment dramatically increased. One of the key themes running through the project is the articulation of local & European dimensions. Thus, the project starts with work at a local level within national organizations & then expands its scope to the European level through work with transnational European partners.The project addresses the 3 strategic issues of digital Erasmus, Internationalisation in VET, & Green Erasmus specified in the ‘Erasmus 2021-2027 Enriching lives, opening minds booklet’.’ These are areas where ‘EU cooperation adds value & delivers results’ (Vassilou). In this way we will ‘create and promote education opportunities & exchanges of experiences for more innovative, inclusive, digital and open access education in VET. The preliminary research undertaken partners has allowed us to prioritise the development of 3 highly pertinent key competences to meet the identified challenges facing our target groups.<< Implementation >>We will design pedagogical modules to counter the negative impacts of the pandemic & the current context identified as priorities in our research to allow VET providers and teachers better prepare for upcoming training years. We will promote digitalization in VET, internalization values and promote an awareness of the added-value of European citizenship & the Erasmus programme through international organisational & pan-European learning , tailored to meet the specific current needs of our target groups. We will take into account cultural differences & educational methodologies and requirements of partner countries to produce an adaptable programme for effective implementation throughout the EU. In this way, the project will feature international organisational groups of teachers, staff members and teaching programme Coordinators working together in a language that is not their native language.We encourage exchanges between different partner organisations and between different countries between VET educators, coordinators & tutors, VET learners; Wellness course managers. The cooperation between partners will facilitate the process of redesigning, refocusing & adapting existing tools & methods to the current rapidly changing environment. This will represent a true vehicle for promoting innovation & quality in learning systems at European level, in line with the European development policies. Situations differ across European countries & research done by partners in the 5 partnership countries before submission plus the continuing research that will be undertaken will be of value here.Teamwork between European partners allows a more comprehensive approach to needs & solutions, as it promotes a greater understanding of different realities, bringing benefits to the project in all stages of implementation in terms of quality of work & results achieved. There is a cross-sectoral element to the project through links to the VET sector, because we aim to improve access to further training & qualifications, thereby facilitating employability.We will undertake 5 pilot studies in 5 European countries involving groups of VET learners from target age-groups and Wellness and Cosmetology companies or centres. A significant number of learners will come from disadvantaged socio-economic backgrounds. We will implement an innovative sharing, promotion & exploitation strategy relevant to the current context in order to maximise the impact of our project.<< Results >>Towards Variable-Access & Digitalization of Wellness Courses (TOVARDIGWELVET) in VET will ‘develop smart thinking ‘tangible results, based on a modular, interactive learning, with peer-to-peer & problem-solving to facilitate both individual, autonomous & group & autonomous remote/blended/face-to-face solutions.Firstly, we will design Smart Varied-Access Pedagogical Programme with adaptable varied-access approaches; Teaching Resources; Learning Resources for Wellness and Cosmetology Course providers (R1). The target groups are VET teachers. The Pedagogical programme will be available in English and in all 5 languages of the participating partner countries.A big percentage of our pedagogical staff needs to learn new technologies and tools (video conferencing, communication software, use of key software, presentations, edit and use images and video clips) in order to work and delivery quality online or blended courses. Secondly, we will design an eBook with 6 inclusive digital didactic modules for initial vet programmes. It will be a variable-access interactive E-book For Initial VET Wellness and Cosmetology courses with 6 learning modules (R2) The eBook modules will cover the following topics: Science and Medicine, Chemistry and Cosmetology, Manicure, Pedicure, Hair removal treatments/epilation, Face treatments.The eBook will be available in English and in all 5 languages of the participating partner countries.Our main focus will be on VET teachers, VET course providers with maximum accent on Wellness and Cosmetology course providers, and VET learners’ groups aged 15-17. The project resources will be digitally-based, open-source, freely downloadable & available in 6 languages. They will empower educators, VET teachers to offer high-quality learning opportunities to their learners. They can be tailored to the needs of specific target groups, adaptable for any type of learners & used in countries not actively involved in the project, thereby dramatically increasing the project impact.As Irene Caratelli said ‘The COVID-19 crisis is an opportunity to reimagine Europe, but the ultimate responsibility will rest on people to redefine what it means to be “European”. The project aims to make a significant contribution to this process.

<< Background >>The COVID19 outbreak is triggering unprecedented social & economic consequences – the most significant since the 2nd World War. We are faced with a ‘new normal’; a previously unfamiliar or ‘atypical situation that has become standard, usual or expected’, bringing established practices into question.The negative impacts of these changes have had disproportionate effects on VET providers & training centres with the result that staff often find it difficult to look positively to the future or prepare their trainees to access the job-market. The idea for JBSE comes observations of the current unprecedented situation & from discussions between stakeholders since September 2020. To test the validity of these observations & support the clear need for this project, the JBSE partners undertook a Needs Analysis based on dual-strand research. It is widely accepted that Job Shadowing provides a precious opportunity to step, outside day-to-day teaching practices, discover new approaches and adapt these new ides to improve the relevance & effectiveness of teaching through critical thinking’ (Poulet, 2019). Moreover, Trzeciak stated that ‘Job shadowing can strengthen the competencies of staff. establishing long-term cooperation’. However, our research showed that although 78% of the VET providers in our sample normally offer Job Shadowing for their teaching staff, 80% of them regularly send less that 5 staff members each year. In addition, all these organisations have currently suspended all physical Job Shadowing due to the pandemic. Furthermore, many indicated that it might be some time before they started offering in-person Job Shadowing again & that the initial number of participants would probably be lower than before the start of the health crisis.None of the institutions interviewed were aware of alternative pedagogical models for Job Shadowing. This underlines the urgent need to develop innovative forms of Job Shadowing for & with VET providers, teachers & trainers with learning opportunities to further develop the quality & relevance of their teaching & educational programmes.Regarding Virtual or Blended Job Shadowing, several institutions indicated that they had never even considered this possibility & that they would need help to set up this type of activity.The response of the teachers interviewed to these new opportunities was positive; 64% of trainers & teachers saying that they would be willing to take part in a Virtual or Blended Job Shadowing, although only 44% felt they had the necessary digital skills to benefit from it. This highlights the potential impact of the JBSE project because one of our objectives is to develop digital skills through a PERSONALISED DIGITAL SKILLS IMPROVEMENT PROGRAMME for all VET educators in our country-based pilot groups. The 74 questionnaire responses confirm that the results proposed by JBSE do not currently exist & clearly support the added-value of the models, guides & modules proposed by JBSE.JBSE partners work with VET providers & educators in their day-to-day activities. The results of the project would therefore be a valuable resource, which could significantly improve the quality of our work & thus have a positive impact on both VET educators & learners. Job shadowing can also be beneficial for management & administrative staff in VET institutions & our materials would be adaptable for other educational sectors, such as School, Higher & Adult Education.<< Objectives >>The primary aim of the JBSE project is to meet the challenges of the ‘new normal’ by proposing innovative Virtual, Blended & in-person Job Shadowing possibilities for staff & institutions from the VET sector & maximise the benefits.Among the Strategic Objectives are encouraging high-quality Job Shadowing between VET providers across Europe; improving the quality of the experience & encouraging future involvement. The sharing of best practice in the 4 partner countries will positively impact the quality & the relevance of learning provision to meet todays’ challenges. The Operational Objectives include designing a model for Virtual, Blended & In-person Job Shadowing & facilitate digital upskilling of VET staff through variable-access, interactive learning activities; undertake 8 pilot studies in 4 European countries; develop Communities of Practice & implement an innovative dissemination strategy relevant to the current context that emphasises the added-value of the project & the Erasmus+ programme.The project relates to ‘Increasing the attractiveness of VET’. Through interactive modules covering preparing, taking part in, valorising & hosting innovative forms of Job Shadowing, JBSE will ‘support the professional development of VET teachers & trainers’. Effective Job Shadowing is based on establishing & maintaining ‘long-term partnerships’. Ito reinforce labour-market relevance of learning provision’, The implementation of the JBSE Job Shadowing models will necessitate the ‘creation & implementation of internationalisation strategies for VET providers’. In this way, we will put ‘in place support mechanisms & contractual frameworks to promote quality mobility of VET staff’. Through the pan-European nature of the work & the virtual & in-person interactions between the Country Pilot Groups, the project will ‘enhance the ‘intercultural awareness & active citizenship’ of participants’.Our work will be linked to ‘VET providers, Chambers of Commerce & other relevant stakeholders along the different phases of the project cycle’, through Focus Groups, Evaluation Workshops & Dissemination activities.The project proposes opportunities to develop the most currently relevant digital competences identified as a priority in our Needs Analysis & thereby ‘address digital transformation through development of digital readiness, resilience & capacity’. JBSE will ‘increase the capacity & readiness of institutions to manage an effective shift towards digital education’. Our PERSONALISED DIGITAL SKILLS IMPROVEMENT PROGRAMME will contribute to the ‘development of digital pedagogy & expertise in the use of digital tools for teachers’. Our variable-access learning modules will ‘support the purposeful use of digital technologies in education & training for teaching & learning’.JBSE contributes to ‘innovation in vocational education & training’. Job shadowing involves sharing best practices, thereby addressing ‘teaching & learning processes through the development & implementation of new & more relevant teaching & learning approaches’. Networking & internationalisation activities play a major role in this project, notably through the end-user specific Communities of Practice that we will develop.Effective, structured Job Shadowing can ‘foster the development of social & intercultural competences’ & contribute to ‘raising awareness on & understanding the European Union context, common EU values, cultural identity, cultural awareness & social & historical heritage’.The project activities will be undertaken in line with the JBSE SUSTAINABLE DEVELOPMENT STRATEGY aimed at reducing the carbon footprint of the project to a minimum. For example, partners will prioritise environmentally friendly ‘Green’ travel to the project Transnational Meetings. JBSE links to EU initiatives & address all 3 pillars presented in the ‘Erasmus+ 2021-2027 Enriching lives, opening minds booklet’: inclusion & diversity, digital Erasmus+ & Green Erasmus+.<< Implementation >>The Work Plan for the JBSE project is presented in terms of Work packages & sub-tasks. essential for the success of the project, each partner brings a variety of skill set, taking responsibility for one or more specific areas within the project where they can bring the greatest added-value.Firstly, the partners decided that the working language for the project would be English in order to allow all partners to make a full & active contribution.The partners identified 4 time-related project phases using the ADDIE method. Phase 1: Initiation from Nov-Dec 2021; Phase 2: Implementation, Design & Development from Jan 2022-May 2023; Phase 3: Experimentation from Jun 2023-Apr 2024; Phase 4: Evaluation & Restitution from May-Oct 2024.Project activities were then divided into 5 WORK PACKAGES:, each coordinated by a different partner:WP1: Project Management; WP2: Implementation; WP3: Experimentation; WP4: Quality Assurance & Evaluation; & finally WP5: Sharing, Promotion & Exploitation Strategy.APRECA has produced a clear ‘Communication & Cooperation Strategy’, based on the JBSE Steering Committee with 2 representatives per partner. Partners will communicate via telephone, Zoom, Face Time, WhatsApp or email. All project materials will be uploaded & exchanged via the JBSE Dropbox account & APRECA will produce an JBSE Dropbox User Guide. A JBSE WhatsApp Group has been set up to facilitate instant messaging via a full range of platforms & the building of relationships between staff members involved in the projectThe main coordinating & decision-making processes will be at Transnational Meetings, strategically placed throughout the project, where time will be set aside to work face-to-face in sub-groups on the project results; Video Conferences every 2 months & Video Collaborative Sessions for the sub-groups working on the JBSE results. In addition, Individual Face-to-Face Meetings will take place at each Transnational Meeting between the project coordinator & each partner, plus 2 meetings between each partner & the External Evaluator.We will take into account cultural differences & needs of partner countries to produce fully adaptable models, guides & learning resources for effective implementation throughout the EU. We encourage exchanges between regions & between countries, between VET establishments & between VET educators. There is a cross-sectoral element to JBSE project through links to the other educational sectors, such as School Education, Higher Education, Adult Education & Youth. Our models, guides & interactive learning modules can be adapted for use in these sectors, thereby dramatically increasing the potential impact of the JBSE project. The cooperation between partners will facilitate the process of redesigning, refocusing & adapting existing tools & methods to the current rapidly changing environment. This will represent a true vehicle for promoting innovation & quality in Job Shadowing models, resources & opportunities at European level, in line with the European development policies. Situations differ across European countries & research done by partners in the 4 partnership countries before submission plus the continuing research that will be undertaken will be of value here.Teamwork between European partners allows a more comprehensive approach to needs & solutions, as it promotes a greater understanding of different realities, bringing benefits to the project in all stages of implementation in terms of quality of work & results achieved. The JBSE partners believe passionately in the concept of community of practice. However, our CoP model will not be limited to the local area but built around the entire European Area. Partners also believe that different generations have skills competencies & experiences which if shared with other generational groups, can increase learning & opportunities for employment.<< Results >>The JBSE project aims to produce tangible results. Firstly, the production of Pedagogical Models a Guide for Innovative Job Shadowing including remote, blended & in-person opportunities (R1). As partners will continue research to envisage future needs & adapt content to fit the evolution of the context& how it may affect our target groups, the precise contents will only be finalised during the Design &Development Phase. Secondly, the production of 4 Self-contained, Variable-access Interactive Learning Modules, each with adapted pedagogical methodology to maximise the benefits of job shadowing & facilitate digital upskilling of VET educators.The 1st module will be ‘preparing for job shadowing (R2). The 2nd interactive module will be ‘maximising the benefits during the job shadowing period’ (R3). The 3rd interactive module will be a ‘post job shadowing valorisation programme’, making the most of the opportunities provided by Job Shadowing (R4). The 4th interactive module will be a ‘guide for hosting vet educators for virtual/blended/in-person transnational job shadowing’ (R5).Our resources will be open source, freely downloadable in English & the 4 project languages. Users will be able to tailor the materials to the needs of specific target groups. This will empower VET educators & schools/training organisations by making use of the materials that we will develop in this project in order to make a concrete positive difference to VET learners. In this way although our main focus will be on VET staff our results will be adaptable for all categories of educators across Europe.Besides these deliverables, partners will develop a website, YouTube channel, social media pages & 2 end-user specific communities of practice to provide easy & varied access to our results. They will ensure maximum functionality & user-friendliness, allowing us to showcase success stories of participants & organisations. Further details in a later section.The Main Outcomes & Impacts of our project will be to firstly, upscaled competences & knowledge of best practice for VET educators leads to improved quality of earning provision. Secondly, upskilled adult educators & adult learners leading to more innovative & relevant effective creation & use remote-access/blended/face-to-face digital resources. Thirdly, increased knowledge of the Erasmus+ programme & funding opportunities leading to increased number of job shadowing opportunities. Fourthly, the provision of innovative materials & a working model thereby leading to organisations offering job shadowing opportunities to staff. Fifthly, increased numbers taking part in job shadowing leads to improved sharing of best practice leads to improved quality of learning offered to vet trainees & employees involved in in-service training. Increased vet staff familiarity with the benefits of international mobility leads to increase in the opportunities for trainee mobilities. This is a highly significant outcome as it is recognised by the French National Agency that VET staff can be the decisive factor which encourages their trainees from disadvantaged backgrounds to have the courage to sign up for a work-based mobility experience.Finally, increased awareness of best practice from across Europe leading to increased labour market relevance of learning provision leading to bringing the worlds of education & business closer together.As JL Mutte said ‘Job shadowing can benefit from advances in digital technologies & become a continuous part of good educational practice through distance exchanges & physical mobilities’. The JobShadowEur projects aims to make a significant contribution to this process.