Today, in the 28 countries of the EU there are about 610,000 inmates. Of these only 1 out of 5 is involved in any kind of employment, and just the 3% of them works for external companies or entities which provide occupation (both in and out of jail). The lack of employment, the delivery of training paths not accessible to everybody and the loss of self-esteem and isolation are the causes which mainly determine a still too high level of recidivism, especially among the youngest and most disadvantaged individuals. The project aims to give an answer to such issues by involving detainees in one the most innovative phenomena of ICT economy: 3D-printing, focusing the skills needed in order to set up and use a 3D-printer. As a matter of fact, 3D-printing is massively becoming to play one of the most relevant roles in the creative and productive processes for small and medium enterprises all around the world in the fields of fast prototype-making, industrial design, engineering, architecture, clothing, jewelry, medicine and scientific research. And such revolution happens in a European industrial framework where the demand for personnel with appropriate technological skills increases but is not covered by the existing labor-market. The project responds to the specific needs of: • The inmates, who need to be active and acquire new certifiable training opportunities which possibly deliver to employment, the key factor for social reintegration; • The penitentiary educators, who will enhance their digital skills in order to innovate the content and teaching/training methods adopted both during and after detention; • The prison system, which will be able to increase the quality and quantity of the employment opportunities for detainees, thus improving the quality of life and reducing the risk of recidivism. The project aims to reach the following specific goals: 1. Definition of the non-formal/transversal and formal/specific competences that detainees must learn to use the appointed technologies; 2. Development of specific training modules about the new printing technologies, applicable all around Europe, inside prisons or at distance learning, fostering their transferability to individuals with fewer opportunities; 3. Promotion of new practices among penitentiary institutions and private-social organizations facilitating the re-employment of inmates and the substantial recognition of the 3D-printing competences acquired; 4. Definition of European standards in terms of internal organization of productive laboratories in prison, aiming to implement a safe and secure use of these innovative technologies. The project is in line with: 1) Europe 2020 strategy: inclusive growth, support to adults who will acquire new competences and adapt to the evolving job market. 2) ET 2020 priorities: 3rd strategic goal: promotion of equity, social cohesion and active citizenship, 4th: support to creativity and innovation [...] at every step of education and training. 3) EU Council Decision 2015/1848: guideline 6, raising the skill and competences of the workforce[…] in an increasingly digital economy and in the context of technological change. 4) Joint Report of the Council and the Commission (2015/C 417/04) “New priorities for European cooperation in education and training”: priority areas 2 and 3. 5) Motion for a European Parliament Resolution on Prison Systems and Conditions (2015/2062(INI)): articles 8,15,18,32,62. Following the training courses and experimentations (verified directly with the prisons collaborating with the partner entities for the re-employment of unprivileged individuals) and through the methodology of Action-Research and the support of a dedicated virtual platform, the project aims to develop 3 innovative tools for the use of 3D-printing technologies in jail: 1) Framework of specific Skills required; 2) Training Models and 3) Operational Guide Lines for the creation of productive laboratories. For a period of 36 months, the project will seamlessly involve 24 operators of the 7 partners at the coalface, dozens of penitentiary educators and trainers from 6 Countries, and approximately 270 inmates. Everyone will be able to access and use the produced tools, translated into the main languages of the involved Countries and made available for free over the Internet up to 12 months after the completion of the project. During the 36 months, 3,000 individuals will take advantage of the project including penitentiary and social workers, entrepreneurs, volunteers, and, of course, inmates from different situations in at least 5 EU Countries, plus Turkey. On a long-term basis, the project will support: 1) Promotion and increase of digital training paths inside prison, through the professionalization of every involved actor; 2) Employability of ex-detainees, promoting skills marketable at both local and European level; 3) New models based on the synergies among the security, training and digital-industry systems.

Supporting the efforts of EU member states to help integrate migrants and refugees into Europe's education systems and ensure their skills development is an urgent and demanding task. The project Valorising Migrants’ experience to increase their Occupational Skills (VAMOS) aims to tackle this existing challenge in all EU countries by valorising migrants’ own experience to act as recognized professionals in Migrants’ labour and social inclusion. Therefore, VAMOS, will achieve a double aim: to enhance labour integration of experienced migrants and to improve the social and labour integration of newcomers.VAMOS consortium, led by Asociacion Horuelo (Spain), is made up of 8 organizations from Greece, Italy, UK and Spain that have a long experience in training and inclusion initiatives with Migrant population. Indeed, four of them have worked in a project called Refugees and Migrants Inclusion Toolkit – REMINT (2017-1-IT01-KA202-006177) that inspired this proposal. The main outcomes to be developed along the 32 months project duration are: -IO1. Professional profile of the Expert in Migrants’ Labour and Social Inclusion. -IO2. Assessment tool on key competencies for Migrants’ Labour and Social Inclusion.-IO3. Training course. Expert in Migrants’ Labour and Social Inclusion.-IO4. Guidelines for Newcomers from Migration Experiences.Other results related to the main Intellectual outputs will be: -VAMOS network. -Guidelines for facilitators. -A repository of Learning materials. VAMOS partnership will put special efforts to dissemination of project results, quality assurance and evaluation as they will be key factors to achieve the project goals and spread the results among other relevant stakeholders at national and international level.

<< Objectives >>The goal of the EMPROVE project is to support the quality of assistance for elderly by creating an innovative curriculum for the people who would like to train to become a Professional Relative. Professional Relative is a profession of a profession of a geriatric care manager: someone who is with the family, who plans and supervises care. He/she has the appropriate preparation, experience and does not struggle with emotional baggage.<< Implementation >>The activities will be carried within 4 WPs:1. Project Management2. Development of the EMPROVE Training Course and Manual3. Development of the EMPROVE e-Learning Platform4. Dissemination and Sustainability<< Results >>1. A training course aimed at the acquisition of the skills and competencies of a Professional Relative of the elderly with various symptoms of old age or mental or physical illness who need assistance with everyday activities. The training materials will be developed as an e-learning content.2. A Manual addressed to the participants of the Course describing the general knowledge about the profession of a Professional Relative3. An e-Learning Platform giving access to the training materials.

Early leaving from education and training (ELET) is a serious issue in many EU countries and has attracted the attention of many researchers, policy-makers and educators. Although the situation varies across countries and the underlying reasons for students leaving early are highly individual, the process leading up to it includes a number of common elements: learning difficulties, socio-economic problems, or a lack of motivation, guidance or support. Early leaving is highly challenging, not only for young people but also for societies. For many, Early Leaving Education or Training will lead to reduced opportunities in the labour market and an increased likelihood of unemployment, poverty, health problems and reduced participation in political, social and cultural activities. Furthermore, these negative consequences have an impact on the next generation and may perpetuate the occurrence of early leaving. Youth unemployment in the EU is currently running at 20% and ELET contributes directly to it as employability depends strongly on the level of qualification achieved. In order to understand why young people leave education and training early, it is moreover important to see ELET not only as a status or educational outcome but as a process of disengagement that occurs over time (Lyche, 2010). Chronic absenteeism and exclusion from school can be among the symptoms, or may even be the cause of students leaving early (Neild et al., 2007). However, there are more signs which indicate that students may be at risk. Warning signs may occur as early as in primary school and may be related to individual factors (e.g. educational performance, behaviour, attitudes) or to factors within individuals' families, their schools, and communities. Understanding early leaving from education and training as a complex process, detecting early signals and identifying students who are at risk of leaving education and training early is, therefore, a prerequisite for developing targeted and effective measures to prevent it. Continuing training for VET school staff is now enriched with a training curriculum tailored to enable trainers to acquire key competencies regarding the early detection of students that are in risk and on strategies to prevent dropouts in VET. By working with the target groups this project produced a tailor-made training material that is grounded in the VET school staff needs and also grounded in the factors that lead to ELET.The project RELiVET sought through national research, to use of EU, national and regional statistic reports, data from public educational authorities, and interviews with education professionals and students, and identified the factors that lead to early leaving from education and training in the partner countries. After identifying the real current factors that lead to ELET in VET schools, partners proceeded to the implementation of a comparative study on survey findings among participating countries. The conduction of the comparative study, according to the research outcomes, provided the basis upon which the training curriculum for teachers and scientific staff on effective strategies that increase graduation rates have been designed. The project provided an international and competitive training programme, specially designed for VET teachers, relevant professionals and families, based on international experiences. The project contributed to the development of further training of VET staff - a necessity not covered in many EU countries- and the general development and upgrading of Vocational Educational and Training, as it provided new supportive strategies which prevent ELET and keep students in education. The training seminar supported VET professionals in developing knowledge and competencies on strategies that help distinguish students at risk of ELET, prevent ELET and thus reduce the number of the students that abandon VET. The project addressed the constantly changing educational aspects of VET and contributed to the increase of attainment levels, through its emphasis on lifelong learning and the value of education on individual development and social cohesion. The project RELiVET supports through its realized activities and outcomes, the successful completion of studies in initial and continuing VET - focusing on areas with high ELET national levels- and it has done so by taking into account the factors that influence VET trainees when deciding to abandon studies. The programme created and promoted the appropriate conditions which help students overcome these factors and lead to graduation, certification and better career opportunities.

CONTEXT: Awareness on social inclusion of people with intellectual disabilities has been increasing thanks to measures and actions adopted at both National and European levels. The EU promotes the active inclusion and full participation of disabled people in society. Giving them the opportunity to do an internship abroad can represent an important chance to enrich their cv and to present themselves with greater determination in the face of potential employers. Unfortunately, due to lack of specific information regarding the mobility of people with disabilities, many VET providers are led to imagine that having people with disabilities involved in a mobility project entails a great deal of extra work and possible complications. At the same time there is a poor connection between the world of VET organizations and that of NGOs focused on people with disabilities, therefore the number of people with ID engaging in a mobility is still very low.OBJECTIVES: To promote the social inclusion and to facilitate the transition to the labor market of people with intellectual disabilities thanks to their involvement in transnational mobilities: •define a set of standards and tools for the design of transnational mobility paths for people with intellectual disabilities (ID);•update the skills of VET providers in the design of transnational mobility projects involving people with ID;•promote the involvement of people with ID in international mobility paths;•promote the collaboration between VET providers, hosting SMEs and NGOs for the social inclusion of people with ID.TARGET: VET providers, managers, projects designers; people with mild intellectual disabilities and their families;ACTIVITES:A1 Project managementA2 Monitoring & EvaluationA3 DisseminationA4 Impact assessmentO1: PR.E.S.T.O. Training Course for VET ProvidersO2: PR.E.S.T.O. VideoC1 Joint Staff Training Event C2-7 Blended student mobilities in Italy, France, Spain, Greece INTANGIBLE RESULTS:•definition of tools and of a training course for the design of transnational mobility paths for people with ID;•updated skills of at least 22 people (staff of VET providers) in the design of transnational mobility projects involving people with intellectual disabilities;•greater self-esteem and social competences of at least 12 people with mild intellectual disabilities•increased awareness on the need to involve people with intellectual disabilities;•increased collaboration between VET providers, SMEs and NGOs.MAIN TANGIBLE RESULTS: O1-R1 PR.E.S.T.O. GuidelinesO1-R3 PR.E.S.T.O. Training course design, contents and materialO1-R5 6 Blended mobility projectsO2-R1: PR.E.S.T.O. Video C1-R1: Short Term Joint Staff Training Event C2/7-R1: 23 days of mobility in for 12 traineesC2/7-R2: 12 Learning Agreement and Quality Commitment signedIMPACT ON DIRECT PARTICIPANTS:•22 VET project designers will acknowledge tools and methods useful to design mobility projects involving people with disabilities, giving greater strength to their curriculum vitae and job competences.•12 people with intellectual disabilities and their families will come out of a cycle of exclusion and demotivation, thanks to a highly engaging on-the-job learning experience and to the acquisition of news skills and competences will increase their autonomy and capacity to enter the job marketIMPACT ON PARTNERS AND ASSOCIATES:•Close cooperation between organizations of different nature and business models will open new synergies in different fields, resulting in the development of innovative ideas to be carried out as a growing Consortium after project’s conclusion;•The project’s expected impact is to grow the expertise of all parts involved and put them in the position of national promotors of international learning opportunities involving people with disabilities, having the chance to exploit all tailored training tools tested during the project. •Partner VET Providers: will be able to offer an innovative training path to their audience, widening their educational offering, increasing their penetration to the market and improving their expertise and reputation.IMPACT ON TARGET GROUPS AND RELEVANT STAKEHOLDERS:•Development of a strategic methodological “bridge” between the two separate worlds of VET and on-the-job training (animated mainly by VET providers) and that of social inclusion of people with disabilities (animated by NGOs and social cooperatives);•VET Project designers will be able to design work-based international mobilities involving people with disabilities and will therefore enrich their professional skills and provide greater opportunities for their organizations.