"When looking at the profession of event technology (ET) in Europe the forms of training are inconsistent and forms of mutual recognition barely exist. It appears that more and more qualified ET specialists are required by the labour market. ET specialists are people who often find themselves working in an international environment. Guest performances, tours, major events involving several countries, require a huge variety of specifically trained specialists in the field of ET. By creating transparency in the field of relevant training this would provide a basis for facilitating inter-state recognition of those working in this field as well as supporting the international exchange of these experts. Security and safety related issues are a central, essential and important aspect of education in ET. Thus, it is important to consider standards and norms at international and national levels. Safety and security for visitors, participants, skilled workers and contributors is essential at each event, and especially at major events. For the requirements for a standardized and recognized training in ET, the project ECVAET 3 contributes for discussion and implementation in the partner countries.The first condition for the start of an EU-wide mutual recognition of qualifications is the creation of transparency in the field of training and education. One aim in ECVAET 3 is, to identify the requirement for a master craftsman training for the ET for the German-speaking area in Europe, present it in a competency matrix and map it with safety aspects in a security matrix, which are designed according to the VQTS principle. Subsequently the design of modules towards an European master craftsman training should initiate the discussion and the processes for implementing one single European master craftsman training.The project relies on the results of the previous projects (ECVAET and ECVAET 2) using the created products and outputs. The partner organisations involved in the project are research and educational institutions from Austria (AT), Germany (DE), and Liechtenstein (LI, is connected to the Swiss vocational education system), who are actively involved in the creation and development of training offers for vocational training in the ET branche or who work in the related field of research, and who have been part of the former consortia. While the focus in ECVAET and ECVAET2 was on ET competencies and skills from the basic training in the German speaking countries, the current project ECVAET 3 focus on competencies and skills for master craftsman training in ET. In a first step, the investigation of vocational education and training in ET in the partner countries leads to an analysis of the current status quo and will be presented in a study. Based on this, the present matrices ""Competence Matrix"" and ""Safety Matrix"" in event technology will be developed in terms of the required competencies and skills to a European master craftsman training. In a final step modules are designed to form a profile for an European master craftsman training, including aspects like regulations and laws, technical standards and norms and intercultural competencies. For all results the involvement of stakeholders in industry and education are foreseen, especially as subject to a process of consolidation.The master craftsman training in the various technical professions and trades represents vocational education at its highest qualification level, but is recognised internationally at different levels. Main requirements for the master craftsman training are topics like management qualification, organizational and management tasks, combining vocational training and higher education training, which is a further research element in this project, particularly concerning the management competencies required for the master craftsman qualification. So a sub-task of the project is to evaluate how to realise a dual vocational education and training on the interface of vocational education and higher education, based on the current example in ET.The project represents an additional contribution to the development of a European area of skills and qualifications towards more transparency in vocational education. It directly addresses the objectives of the European Agenda 2020 for creating a consistent area for educational and labour. The project contributes to the recognition and validation of competences and qualifications, building on proven processes and systems (ECVET, EQF, VQTS). In addition, it acts at the following levels:- Growing demand for highly skilled jobs- A global competition for talent: Internationalization of education- Offer extraordinary expansion of learning and use of potentials of ICT- Complementarity between formal, informal and non-formal learning- Need to unite education to industrial / vocational needs"

"Language Stay 2.0 - supporting qualitative and sustainable language courses abroad (Li-Lingua)With the implementation of this project and the creation of a new, more efficient framework for foreign language courses for the students of the Liechtenstein Gymnasium (LG), the project partners aimed to reach more sustainability and quality in the activity ""language stay abroad"". Through the integration, adaptation and application of the same project at the European Centre for Modern Languages (ECML, institution of the European Council) PluriMobil tools newly developed, this new framework is to be created, tested and evaluated within a pilot-language-stay with 112 pupils and 5 teachers at the same time.In 2012 the University ""Pädagogische Hochschule in St. Gallen"" (PHSG) evaluated the past language stays at the LG and recommended to design this activity more efficiently. This project will follow the recommendation and at the same time the European Commission's recommendations, as described in the Erasmus program guide + program to promote language learning and linguistic diversity as one of the specific objectives of the program. For more then 10 years the pupils from the 10th and 11th school year at the LG could attend at a two weeks language stay abroad, which were offered to the 5th and 6th classes: one year before having the final school leaving examination (Matura) in France, two years before in England. With the objectives in the areas of language studies, a fostering of skills like in foreign language and culture, forming personality, learning motivation and learning effects are connected . The LG included the profiles ' Lingua ' and ' New languages' in its program, in relation with foreign languages and multilingualism. Since 2010/11 the school also imlemented a school experiment ( until 2015/16) for linguistically interested students giving the opportunity to obtain a bilingual school leaving examination (Matura).As key result of the project the consortium develop the so-called LG-PluriMobil toolbox within the given workphases, using translational and online working meetings, and based on the PluriMobil tools which are originally developed by the ECML. Within the consortium the Education Office of the Principality of Liechtenstein (Schulamt des Fürstentum Liechtenstein) acted as coordinator and cooperated with the consortial partner, the Institute Interlingua - a longtime organizer of language stays in the Principality of Liechtenstein, the language schools Idiom in France and Totnes European School in U.K., furthermore the ECML from Austria as the innovator ensuring the transfer of innovation, and Global Partners Online Communication Services as central project manager from Liechtenstein. All partners already have been working on joint projects. This project established a sustainable and proven frame and structure by developing and using the LG-PluriMobil toolbox for the organization of language stays abroad, which was validated by accompanying quality assurance measures. For testing the tools and its implementation in the language stays abroad having 112 pupils of the LG and 5 specialist teachers als participants, the target country UK was chosen.A well-structured internal and external quality management supported the achievement of the project objectives. In addition to individual activities, the developed dissemination plan provided the implementation of a multiplier event in Liechtenstein and one in France during the project lifetime. These activities could provide an opportunity to the stakeholders in the educational environment, to receive information on the implementation of PluriMobil within mobility activities and to invite all parties for discussion and feedback. For sustainability planning, the LG-PluriMobil Toolbox will still be held freely available through the project period on the project website.The project phases are:- Phase 0 Preparation: from project start until the end of February 2015- Phase 1 innovation transfer and preparation of language stay: January 2015 - March 2015- Phase 2 implementation language stay: April 2015- Phase 3 follow-up and evaluation language stay: May 2015 - Nov. 2015- Phase 4 Dissemination , quality assurance and project end: Nov. 2015 - June 2016According Phase 1 to Phase 3, in April 2016 (within Phase 4) the language stay in France was accompanied by the project as well. With this activity, an added value was created in the project, with a lasting effect, in particular with regard to the re-use of the created LG-PluriMobil Toolbox, but also in the sense of a successful dissemination and extended quality assurance for the created products.With this project, the key competences ""mother language skills"" and ""foreign language skills"", ""learning to learn"" and ""social competence"" and ""cultural awareness and expression"" are adressed."

"The European Council stipulates transparency in the labor market. Especially non-formal and informal learning outcomes have to be formally recognized in a validation process. The majority of project partners have been dealing with the labor market and European transferable educational content in the field of ""Event Technology"" in two previous EU projects. By means of a “Competence Matrix” they managed to establish European comparability and transferability. In the labor market, there are many people entering the sector of “Event Technology” different from their educational or professional background. Although acting practically and solidly, they do not have any formal degree – with the resulting legal consequences, for example limited and restrictive insurance law and disciplinary consequences. This group of people is exemplarily fed to a validation process in all participating countries (DE, NL, UK, LI, AT ). A diagnostic tool will be developed and a way of formal recognition of the learning outcomes will be identified by investigating a small group of practitioners in each country using the diagnostic tool. The results will be presented to experts from institutions of formal recognition asking them under what circumstances they are willing to recognize this formally within their vocational training legislation. At the same time, the partners investigate in their national context to what extent these results are to be recognized transnationally. This can also lead to part recognitions. Based on the partner’s profound knowledge of the profession, the processes at the labor market and the framework of the formal examination institutions, satisfactory results will be elaborated. It will be investigated how to create confidence and appreciating the practicability of validation amongst formal certifiers by using a solid diagnostic tool. The project aims to demonstrate a method, which enables a mutual recognition of non-formal and informal learning outcomes. The project team assumes that the exemplarily investigated participants can obtain a formal (partial) recognition and that overall the process of validation continues in the among experts itself. Finally, an international project presentation will be prepared in order to present the results to the guests and representatives from Europe during a conference at the University of Bayreuth.A detailed work concept on behalf of the partners and a controlled reporting of the interim results will guarantee a targeted process of the partnerships. The publication of the diagnostic tool in relevant media and the further support by the coordinator BF/M-Bayreuth at the University of Bayreuth, together with long-term advice to stakeholders from other professional fields, will encourage the European Council’s recommendations and promote long-term validation."