Project objectives were oriented towards increasing transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility through the developments in EQF level 5 at sectoral level. In Europe EQF level 5 qualifications offer various access and progression routes – depending on the type and purpose of a qualification. Some qualifications are more related to employment and carrier development, others to higher education. It was very important to find the right starting point and to create the preconditions for the transparent, internationally recognized and easy comparable qualifications at this level. Level 5 qualifications can provide access to and advancement in the labour market, these qualifications can also serve a double function being entry qualifications for both the labour market and higher education (with the possibility for credit transfer). EQF level 5 qualifications could be designed to up-skill individuals already in employment and provide them with advanced technical and/or management skills.In the 2 years of its working time the project managed to complete all the tasks and products the partner consortium agreed on in the early stage of application and submission. The original aim of the project was to create sectoral qualification descriptors as a preconditions for internationally comparable and transparent qualifications. Partnership of seven institutions took the following steps to achieve this aim and implemente such activities: - prepared a comparative study on qualification descriptors used in EU countries at EQF level 5 with regard to the best practice and recent reforms concerning EQF level 5 in partner countries;- conducted stakeholder need analyses based on round table discussions with main interest groups (employers, VET training and Higher education providers learners and broader public) and organised discussions about possible benefits from EQF 5 for learners and employees;- prepared internationally comparable qualification descriptors (profiles of skills and competences, with regard to professional practice and range of occupations accessible) in EQF level 5 in the selected sectors (foreseen sectors: healthcare, services, metal industry);- tested prepared qualification descriptors while creating training/study program for EQF level 5. Internationally comparable qualification descriptors could be used as a platform for developing new qualifications, allowing learners to move more easily between different types of education (such as higher education and vocational) and between different levels (such as VET and higher education) at home institutions as well as internationally. The overall benefit from this Erasmus+ K2 action project is better understanding and application (nationally and internationally) of EQF level 5 qualifications, allowing learners to move more easily between different types of education (such as higher education and vocational) and between different levels (such as VET and higher education) at home institutions as well as internationally.

<< Background >>The European plastics industry is facing a critical challenge – the skilled work force. The aim of the project was to respond to the plastics sector-specific labor market needs by designing, piloting and implementing an innovative WBL vocational training program and developing training material (Student's Book and Teacher's Book) for plastics machine operators with specific emphasis on digital and green skills, and entrepreneurial competencies.<< Objectives >>1.Performed analysis and identification of qualifications and European VET curricula of plastics machine operators based on the current and future skills demand in the plastics industry. The results provided in the Report. 2.Developed adaptive EQF-Based Model VET Curriculum for Plastics Production Line Conductor and training material with a strong presence of technical and practical skills in order to accommodate contents to the new digital era and respond changing skills needs.<< Implementation >>Coordinated by LINPRA, the key representative of the Lithuanian manufacturing companies, in partnership with 8 partners from Belgium, France, Finland and Lithuania, the project achieved an appropriate match between skills and labor market needs. Periods of work-based learning, development of entrepreneurial mind-sets, enhancement of technology and digital skills, Lean manufacturing tools, knowledge on circular economy were integrated into an outcome-oriented VET curriculum, applying ECVET.<< Results >>The main results delivered in the project are:1.Qualifications & Curricula Research Report (EN)2.Innovative EQF-based model VET curriculum (EN)3.Country-specific VET curriculum4.Student’s Book (EN, FR, FI, LT)5.Teacher’s Book (EN, FR, FI, LT)6.Digital training material (on VET schools e-learning platforms) (EN, FR, FI, LT)7.Project Website (EN, FR, FI, LT)8. Piloting (150 learners and 32 teachers trained)9.Final online Conference (recording:https://youtu.be/pWBjQy40rpM)

The project aIMS(M) takes inspiration from the Recommendation “A new skills agenda for Europe” (COM 2016 – 381 Final) which urges to up-skill and re-skill the European labour force with digital skills, in order to keep it productive in the jobs and support adults to acquire a minimum level of key competences and/or acquire a broader set of skills necessary to progress towards an upper secondary qualification or equivalent. Then, the Digital Skills and Jobs Coalition calls for wide coalitions to tackle the lack of digital skills in Europe, due to the fact that 90% of jobs require some level of digital skills whatever the sector; all jobs will change and many will disappear while one third of the EU workforce has insufficient digital skills. Yet, 20% of them has never used the internet. The Recommendation “Upskilling Pathways: New Opportunities for Adults” (2016/C 484/01) highlights that also those jobs that traditionally require none or low skills are currently becoming more and more demanding. Moreover, in the near future, the vast majority of the jobs will require a certain degree of digital competences, while an increasing number of elementary jobs will at least require some basic or generic competences. During the project lifetime, 200 low skilled unemployed adult migrants and or refugees will benefit of the pathway as testers and they will contribute, through their experience, to the validation of the final tools within an European dimension.The project aIMS(M) is a pan-European educational pathway for unemployed, low-skilled long-term migrant adults, which intends to:1. contribute to the digital citizenship, meant as open access and participation in the society with a full digital awareness;2. contribute to the digital inclusion, meant as quality of opportunities in the use of the network and for the development of a fun-innovative culture.These goals are pursued through the following Intellectual Outputs:IO1 is an online self-assessment that adapt the framework DIGCOM 2.0 to the needs of long term unemployed adult migrants and or refugees, to foster their digital competences, needed to implement work-related activities. The result of this IO is to set learning goals and identify training opportunities in all the areas of the framework. IO2 an online self assessment tool that adapts the framework DIGCOMP 2.0 to long term unemployed low skilled adults. The results of this IO are a MOOC tailored on migrants and adults and completed by guidelines to be used by professional counsellors and educators for adults as well as by all those professional figures involved in supporting activities for job seekers. IO3 is a methodological pathway to collect evidences and appreciative references to support the validation of the learning. The result of this IO is procedural methodology (guide) for the appreciative validation of non-formal competence of low skilled adults. The project provides a blended mobility for adult learners /joint staff training event aiming to lead participants to acquire skills in order to adopt common training activities, according to migrants target group. As many training participants is possible to not be self-motivated and require guidance or coaching to complete a course, this activity will be an ongoing learning process for them, enforcing them especially to improve their training skills. Additionally, train the trainers of linguistics with the use of technological accessibility, will be an advantage for them as trainers but will also give an other perspective on their training methodology to migrants. As ICT services give the opportunity for interaction between worker/mentor and learner, both sides will have benefits. Migrants, who are facing in a major level the unfamiliarity with the language of their host country, will take advantage as indirect benefits of these training sessionDuring the project lifetime, it is also foreseen the implementation of the following dissemination tools:- Website: it represents the project identity and will be promoted in the websites of each partner; - Project History Movie: a short video containing interviews with partners, to show the project evolution; - E-Brochure: used for publicising project results; - 4 newsletters in EN and translated into all the languages of the Partnership; - Social Network Report: it summarises the strategy adopted to increase the visibility in social networks; - Strategic mailing list: composed of all the subjects that the project addresses and based on partners’ own networks and the GDPR rules;

Project main results:qualification standard (QS) and New modular VET training programme including apprenticeship training plan, Set of Verification tests, E-learning platform and multimedia, Training material and CNC programme testing software were achieved and fitted in the objectives of Qualifications and Vocational Education and Training Development Centre. It involved development of qualifications standards applied research in VET and adult education, formation of qualifications system, assessment of formal VET programmes, organisation of development of modular programmes and their renewal, development of VET credits system, methodical support for VET and adult education, organisation of central and sectoral professional committees activities. QS, which was specifically developed for youth, older people, unemployed, migrants, other adults, Qualification authorities, VET schools, trainers, includes 1 Model QS and 4 Country-specific QS were approved by the SC, positive reviews on Model QS from 1 external expert from Lithuania and Germany were received. New modular VET training programme, which was specifically developed for youth, older people, unemployed, migrants, other adults, Qualification authorities, VET schools, trainers, includes 1 model modular VET programme and 4 country-specific training programmes was approved by the SC and positive review on Model QS from 1 external expert from Lithuania and Germany were received.Set of Verification tests (in English and 4 national languages) have the following information provided: source of the correct answer (field of themes described in galaxy model) and technical drawings/images and was approved by SC.E-learning platform and multimedia, which includes online training system with multimedia in English and 4 national languages was approved by SC. Training material, which was developed for learners: youth, older people, unemployed, migrants, other adults, includes 1 textbook for learners, 1 workbook for learners and 1 Trainers Manual for trainers (in English and 4 languages) was approved by the SC and positive feedback from trainers and learners through questionnaires was received.CNC simulation software was adopted for visualisation of project learning themes for material piloting purposes and positive evaluation from 1 external expert from Lithuania and Germany were received. Aditionaly testing software for CNC programme was created for free use for project partners.The link to all deliverables is: http://change4industry.eu/en/pages/documents.html

<< Background >>In a rapidly changing world, new challenges arise in the day-to-day operations of companies belonging to different economic activities, but the competencies they have acquired through vocational training or college or university education are often insufficient to solve them. Educational qualifications usually save in typical situations by applying standard / textbook solutions, but in an atypical situation in the workplace, even an exemplary graduate of a good educational institution often lacks knowledge and courage to take further action. In finding the right solution, employees often rely on their experience and precedents, seek advice and help from more experienced or longer-term colleagues, and seek information online or from other available sources. In this way, the employee acquires knowledge and skills that significantly supplement and expand the educational qualification in the long run, which facilitates finding solutions in atypical situations. We call the totality of the latter knowledge and abilities - working constantly replenishing - a qualification acquired in work activities.Despite the fact that the totality of the employee's knowledge and skills “expands” or “deepens” in the work activity, the name of his / her profession does not change, unless the totality of the operations and functions performed by this person in a particular workplace does not change significantly. This is where the PROBLEM arises: the educational qualification awarded to a person guarantees the possession of general and slightly deeper knowledge and skills, as well as, ideally, the ability to adapt as quickly as possible to a job corresponding to this qualification.The main idea of the project initiated by us is to create opportunities to identify, assess and validate the competencies / qualifications acquired in a person's work (QAWA). Especially now - in the post-pandemic period - it is becoming clear that the processes of assessing a person's competencies can and must rise to the electronic space, as there are many means by which a person's abilities or part of them can be validated remotely. Moreover, the process of competence assessment must be transferred to the electronic space for its maximum convenience and friendliness to interested parties, because remote assessments can be performed even without a person leaving his / her real place of work and demonstrating his / her abilities in it. The process of checking a person's accumulated theoretical knowledge would be even simpler.<< Objectives >>All planned project results are focused only on the Transport sector, however, we will create them universal: both the planned methodology (R1) and the planned training material for assessors of work-related competencies (R3) will be universal and almost effortlessly adapted in each EU country in any in the country’s economic sector. Only the descriptions of qualifications acquired in the transport sector (R2) will be exclusively for the transport sector. These descriptions will be better adapted to the Lithuanian situation, but will be easily adapted in each EU country, as the qualifications framework operating in all countries is based on the European Qualifications Framework, and the job descriptions valid in all countries are based on the same ISCO-88 occupational classification.The direct target group of the project is people working in the Transport sector. It is important for these individuals to recognize the competencies they have acquired in the course of their work, as the recognition of the latter:- facilitate the process of regular certification of long-distance drivers (provided for in EU directives once every 5 years);- harmonize the qualifications of workers in the transport sector (long-distance drivers, freight forwarders, logistics professionals, warehousekeepers, customs brokers, etc.), thus facilitating the transition of workers not only from one company to another but also from one country to another when working in the transport sector; companies;- create a clear system of categories for each profession, which will create a clear and transparent system for determining the amount of wages and motivating employees.The indirect target group of this project is:- employers in the transport sector and the state, both of which have an interest in establishing the most transparent wage system and improving the conditions of those working in the transport sector.- educational institutions, which could organize and offer targeted non-formal training courses to companies and individuals, or supplement the existing training or study programs with relevant competencies acquired in the labor market - not included in the current educational qualification.To the best of our knowledge, none of the project countries has a functioning system for the assessment and recognition of work-related competencies (QAWA). Although non-formal and informal learning competences can be assessed in all countries, these competences are still compared to the competences in the curricula, which are assessed and recognized on the basis of formal curricula. But this is not something that would satisfy us - the thematic field of this project includes competencies and qualifications not provided for in formal curricula. It is possible that the thematic field we have set is wider than the professional standards currently in force. Thus, the descriptions of competencies / qualifications acquired in the work in the Transport sector prepared by this project will also serve as a basis for discussions on the need to update / revise professional standards. We understand that the ambition is high, but it is really real and achievable. Our initiative is innovative in all project countries, but we have no doubt that decision-makers in all project countries will welcome the results of our project.The course and process of project implementation will be constantly coordinated with the representatives of the Ministry of Economy and Innovation of the Republic of Lithuania, who are responsible for the development of human resources in Lithuania. It is at the initiative of this ministry that several meetings have already taken place with representatives of the business, who have acknowledged the need and benefits of the planned system.<< Implementation >>1 ACTIVITY. When DEVELOPING A COMPETENCIES / QUALIFIACTIONS ACQUIRED IN WORK ACTIVITIES (QAWA) ASSESMENT METHODOLOGY, it is necessary to clearly define the purpose and methodological rationale for this assessment, identifying its benefits at the regional, sector, specific institution or associated structure, and at the individual level. In order to determine whether and how a person is qualified to perform a certain level of professional activity, or what level of mastery he / she has achieved through non-formal learning in the workplace, a person's QAWA is assessed, which manifests itself as knowledge, skills, practical skills and values. The methodological framework is based on the core idea that competence can be assessed when it is deconstructed into measurable categories specific to an activity, such as knowledge, (general) abilities, practical skills and values. The QAWA assessment process and methods include the assessment of all four of these components. Different categories require the selection of the most appropriate methods for their evaluation. The most obvious and easiest is to assess knowledge (using elementary knowledge tests), perhaps the most difficult to see, recognize and evaluate personal qualities and values in work (recognized in the practice of employers and personnel management professionals as no less important and determinants of success than specific professional skills).2 ACTIVITY. The needs of individual economic sectors to implement QAWA may vary. Therefore, before PREPARING A TRANSPORT SECTOR DESCRIPTIONS OF THE COMPETENCIES / QUALIFIACTIONS ACQUIRED IN WORK ACTIVITIES (QAWA) (5 descripsions will be prepared), it is necessary to perform an analysis of the economic sector based on the following sources: sector strategy documents and normative legal documents; research and other problematic analyzes of the sector (reports, scientific articles, etc.); statistics on the financial situation of the sector and its enterprises, exports and imports of services and / or goods, size of enterprises, number of employees; job descriptions for employees; professional standards setting state qualifications in the formal education system; other documents.3 ACTIVITY. When DEVELOPING TRAINING MATERIALS (including assessment training materials, assessment aids, assessment tests-tasks, assessment practice / procedures manual - recommendations) FOR QAWA ASSESORS, it is necessary to anticipate and present recommended assessment methods, and to clearly justify their logical choice based on a formally defined and agreed concept of competence.<< Results >>During the implementation of the project we will achieve the following results:1. (R1) - developed methodology for assessment and recognition of competencies acquired in work activities (EN language).2. (R2) - 1 set of descriptions of competencies / qualifications acquired in work in the transport sector has been prepared, covering at least the following professions: long-distance driver, freight forwarder, logistics specialist, warehouse worker, customs broker (EN language).3. (R3) - prepared training material (as well as examination tasks) for the assessment and recognition of work-related competencies for practitioners.3.1. 12 assessors of work-related competencies will be trained by piloting the training material (3 LT, 3 LV, 3 PL, 3 ESP),3.2. Pilot assessments of 20 people (transport workers) will be carried out during the piloting of the developed system (5 LT, 5 LV, 5 PL, 5 ESP). This impact will also be part of the process of preparing evaluators, as evaluators will need to demonstrate their learning while testing the proper functioning of R1 and R2 products.The proper implementation of the project should be crowned by the legalization of the developed subsystem at the national level. In Lithuania, we must achieve this, but the cases of LV, PL and ESP are also a goal to which we will devote all possible efforts. To achieve this, we will continuously communicate and collaborate with decision-makers in each country during the implementation of the project. This communication will not be limited to the organization of project multiplayer events. We will also run an active campaign with national authorities / organizations representing qualifications management and carriers in LV, PL and ESP.