"Recent European studies and partners experience have shown a shortage of soft skills among the students entering the labour market. The current labour market needs require new approaches and methods to get the necessary qualified work force. The aim of the project is to reinforce these skills through the direct application of the innovation model and tool, JOPAPP (job placements app), in the implementation of the module called ""job placement"", in which students spend a training period working in a company abroad. Nowadays, students do not seek their own work practices, it is the center who looks for, manages and develops the whole process. The student should lead the development of this process, they should be the driving engine of their own learning process, which would develop their soft skills such as a positive attitude, good communication skills, time management abilities, strong work ethic, problem solving skills, self-confidence, flexibility and adaptability, working well under pressure, competences for innovation in VET students.This JOPAPP model implements the contents and best practices of the RAINOVA model, previous European project, adapting it to a learning environment and creating a Manual of Implementation for teachers and counselors and creating an innovative app to guide students through the process of finding their work placement. Our intellectual outcomes include:O1. The bridge - Diagnosis report. The bridge is a set of tools for diagnosis, reflexion, measurement and learning that allows the organisation to move from standard model to ""my model"".O2. Rainova in the classroom. A shared vision of innovation is the identification of the relations between the different parts of the model, routines, enablers and cultural factors as well as a glossary of terms related with innovation. JOPAPP training material.O3. JOPAPP, mobile application for students.O4. Manual of JOPAPPTo reach these outcomes the partnership will follow a set of activitites for the best implementation of the project, project management and development, Project website, brochure, newsletter and logo, Dissemination and exploitation plan, Quality and evaluation. Internal project documentation is available in the project platform used for it, dropbox.The dropbox project area is organised in folders; 1 Management; Reports, Contracts, Timesheets, Meeting minutes, Finalcial docs2 A2 Brochure, logo, newsletter3 A3 Dissemination and Exploitation; Dissemination folder per partner and each partner has their dissemination plan, activities and evidence4 A4 Quality and Evaluation; meeting evaluation report, quality reports and quality assurance. Quality assurance is per partner and the biannual reports are there5 O1 The Bridge - Diagnosis report6 O2 Training in jopapp7 O3 jopapp8 O4 jopapp Manual9 Transnational meetings; Meeting agenda, meeting minutes, Certificates of attendance ...10 Multiplier events; 1 folder per event with the event agenda, signature list and event evidencesThe project dissemination will be done using project website as well as partners' website. The relevance of the project for the stakeholders makes necessary to disseminate it to VET colleges, to reach trainers and students. VET associations in each country will be the driver to reach this goal, as well as education innovation centers where possible, where the focus on innovative tools and methodologies is researched. All partners are committed to share the knowledge gained through the project with all the relevant stakeholders, specially trainers/counselors and students associations will be addressed. The partnership is working closely with Rainova's coordinator (www.tknika.net) for the project development and implementation."

"Learning mental health knowledge and skills will be an essential component of VET in the future since the number of students with mental health challenges is increasing rapidly. Cedefop (2016) has identified students with multiple disadvantage, possibly facing health and psycho-social issues one of the major groups in danger of drop-out. However, vocational education and training in Europe can have a positive effect on mental well-being. Promoting Mental well-being in VET was a Strategic Partnership project which was based on developing pedagogical innovation and the exchange of good practice in mental health promotion, focusing on teachers, tutors, directors and students in VET. In addition the target group included in-company trainers. The priorities and objectives of the project were:a) Reinforcing and establishing a pro-active and preventive view to the concept of mental well-beingb) Developing material promoting mental health c) Piloting and testing new materiald) Translation of mental health promotion in VET through websitese) Planning the training program for the development of competence in mental health promotion in colleges and internship companiesThe project consortium consisted of four VET colleges in Finland, Spain, Denmark and the Netherlands, one higher education college in Lithuania, one expert association focusing in the promotion mental health and well-being issues in Finland and one umbrella organisation for VET in Belgium in order to ensure proper dissemination of the project outcomes. The project activities were carried out according to the project plan. The materials, tools and the training programme were structured around five themes: 1) mental well-being as a resource, 2) self-knowledge, 3) emotions and interaction, 4) coping skills and 5) the learning community. The project consortium piloted and evaluated the new material and the training courses. Meetings focused on training the new methods to other participants and sharing the existing best practices in partner organizations. The theoretical background of each new theme was introduced by a short lecture and a review on the topic. After the theory session the theme and best practices were practiced through functional activities. The choice of the best practices shared were always agreed upon during the previous meeting. The partners translated practices and introduced them in the meetings. There were 3-4 best practices presented at each meeting. The practices were introduced in a functional way by using learning-by-doing methods in order to participants to get idea how they work. After the meeting each presented practice was evaluated. Each organization also piloted the shared practices with their students or staff members. After each pilot, practices were evaluated by the participants (students, staff). Evaluation data was collected from the people who used the material and attended the training programme. The evaluation report describes the findings of the evaluation. One of the key components in the project was to share good practice and learn from each other - how mental well-being and mental health issues were being dealt in VET and how the issue could be further promoted in VET.The teaching staff in all the participating VET colleges were aware of the project through internal dissemination. The awareness of the importance of mental well-being in connection with study success increased. The gained skills in mental well-being promotion can be used in teaching and guidance work in classrooms and distance education, work mentoring and other cooperation. The students have more understanding on their own mental capacity and how to promote it. Unfortunately the project was unable to get the in-company trainers to participate the training sessions. However, the trained teaching staff that is involved in companies through students' on-the-job learning periods, is able to promote the ideas of mental well-being through their discussions and visits in the work places. All the produced tools and materials are freely available in the project blog http://mewebeinvet.blogspot.fi/. The project highlights the importance of the approach that includes everyone to support students’ mental well-being. The ""whole college"" approach provides a simple, low cost way of promoting mental health."

Why is PBL needed? Enterprises, specially Small and Medium Enterprises (SMEs) need qualified workers equipped with competences. According to CEDEFOP (The European Centre for the Development of Vocational Training), COMPETENCE is the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Since vocational education and training(VET) is established to deliver workplace-specific skills and knowledge for the enterprises, VET schools are responsible for students to gain competence in order to raise the future-workers. Due the nature of VETs, there are many competences for students, which must be assimilated and integrated. The rationale for this project: The primary aims are to find creative ways for applying knowledge and skill in practice and to improve the the communication skills in English and 21st century. Teachers are not decision-makers. So they can not touch the curriculum at schools. But they might change the way of teaching and students learn. The consortium members aim at applying the Project Based Learning (PBL) approach as a creative way at schools in order to motivate students. ‘Project-based learning’ refers to students designing, planning, and carrying out projects that produce a publicly-exhibited output such as a product, publication, or presentation. Students can acquire the curriculum content they need through projects The objectives our project pursued are: • to establish close links among education and training and the world of work to bring the theory to life • to improve the communication skills of students with English • to adapt and develop approaches and learning materials targeted qualify students • to make VETs lectures engaging, exciting and fun • to make teachers aware of PBL training • to help to improve employability and life skills for individuals and contribute to the competitiveness of the European economy The innovative aspect of current proposal is to apply and improve the PBL approach in the training activities, which doesn't exist in our VET system, combining with language education. The partnership: Mazhar Zorlu Vocational and Technical Anatolian High School • Marijampolės Kolegija/University of Applied Sciences • TENDER • CIPF Don Bosco Vocational Training Centre • Fundacao Escola Profissional de Setubal (FEPSET) • CIGLI IMKB. Expected outcomes: • Discovering a new form of learning thanks to the use of PBL • Using the new teaching materials • Possibility to benefit from new information and experiences • Interdisciplinary work • Strengthening the collaboration between the partner network Disseminination: The results of the project were shared through international conferences and established networks. The project website was used as social media and dissemination channels for presentations, training and conferences. and publications and presentations through contemporary media, and the Erasmus + dissemination platform has been used throughout the life of the project to raise awareness of effectiveness and promote broader contribution and support for this project. Expected outcomes: • Discovering a new form of learning thanks to the use of PBL • Using the new teaching materials • Possibility to benefit from new information and experiences • Interdisciplinary work • Strengthening the collaboration between the partner network

CASYS was designed to - enhance the quality and relevance of the adult learning offer in culinary arts by developing new and innovative approaches and disseminating best practices;- contribute to increasing the labour market relevance of adult learning programmes and qualifications in culinary arts;- improve guidance into lifelong learning and facilitate the transition of culinary arts learners through different levels and types of formal and non-formal education, in particular through the use of European reference tools for the recognition and validation of qualifications; - contribute to increasing degree productivity in education and training institutions offering adult learning and other forms of education and training in culinary arts;- foster youth employment and the gradual reorientation of the culinary business toward social objectives, impact and responsibility, in particular by integrating the social, sustainability and innovation dimensions of business into culinary arts training, and by establishing a social incubator for the culinary business.Accordingly the project was aimed to support young people (including NEETs) in the development of higher competencies in culinary arts with special attention to innovation and to increase the social responsiveness of business.The project objectives were achieved through:- development of an interdisciplinary culinary arts training course suitable for adult learning and easily adaptable to tertiary and vocational education (IO1). Its topics are related to the sustainability, social and innovation aspects of culinary arts. The course is complemented with a map for flexible learning pathways between different types and levels of education and training, an LLL guidance model and country-specific procedures for the validation of skills acquired through informal and non-formal learning and work experience as well as recognition of the learning outcomes and internships among the partner institutions (IO3). The course is also adapted for e-learning, where the online training platform (IO6) is digitally integrated with a blog on culinary innovations (IO2) designed to make trainees co-creators in the teaching process;- creation of a Social Incubator as informal structure dedicated to providing consultation, advice and assistance to culinary businesses engaged in innovations or wishing to undertake activities with strong social impact. The Social Incubator implemented a set of pilot activities aimed at mobilizing the social impact of the culinary business and at demonstrating the interconnections between the labor market on the one hand, and formal, non-formal education, vocational training and other forms of learning on the other hand (IO4 and IO5).In order to facilitate the achievement of the objectives, 7 multiplier dissemination events were organized in Bulgaria, Italy, Lithuania, Latvia, Spain and Slovenia. The partnership also carried out two targeted trainings for adult learners and for its own staff respectively in order to prepare trainers and staff for the adoption and management of the CASYS course in the curricula of the partner institutions and other local stakeholders .The project partnership includes various types of institutions and thus a balance of viewpoints and constituencies was achieved. The initiative resulted from the joint efforts of a higher education institution offering VET programs – the Mariampole College (Lithuania), two VET and adult learning institutions – International College (Bulgaria) and FASE (Spain); a regional culinary business cluster – CAHA (Bulgaria); a social enterprise GEA (Slovenia); and two LLL and stakeholder organizations – YouNet (Italy) and BEFO (Latvia).In the long run, CASYS benefits adult learners (improving quality & relevance of training), business (improving trainees’ competencies) and society (promoting social responsibility and social entrepreneurship). It has a long-term impact on adult education and life-long learning by contributing to - the gradual improvement of the adult learning offer in the field of culinary arts; - a further development and wider use of digitally-based learning methods in adult education;- the attraction of more unemployed youth and NEETs into the culinary sector due to increased flexibility of the pathways between various types of education and training and due to better opportunities for recognition and validation of skills gained outside formal education; - an increased visibility and credibility of social objectives and social impact within the culinary business community and among their customers;- an increased knowledge and strengthened competencies for social business and innovation among employees and managers in the culinary sector;- a stronger culture of entrepreneurship in the culinary sector, including in relation to social entrepreneurship.- a gradual overall shift toward a more socially and environmentally responsible culinary business.

The Sport for Community Regeneration and Empowerment: Integrating Sport Event Management into Youth Work for Enduring Social Impact /SCORE/ project was implemented between August 1st, 2016 and July 30th, 2017. The one-year running initiative combined the efforts of 1 sport organization /Football club Inter, Bulgaria/, 2 higher education institutions from Program countries (Marijampolė college, Lithuania and Namık Kemal University, Turkey) and 3 grassroots youth organizations dedicated to achieving social impact through the use of sport in Botswana /Poetavango Spoken Word Poetry/, Nigeria /Search and Groom – Youth for Development Centre/ and Zimbabwe /Young Achievements Sports for Development/.SCORE’s overall objective was to raise the capacities of youth organizations in the partner countries to develop and implement social-impact driven sport initiatives through exchange of good practices, development of youth work and non-formal education methods and open access training materials (Open Educational Resources) in the fields of sport event management, social impact and social entrepreneurship and innovation.SCORE’s mission was accomplished through the implementation of the 9 project activities, including the development of high-quality OERs in the interdisciplinary field of “Sport for Social Impact”, a practice-oriented training for youth workers in the framework of mobility activities, demonstration “Sport for Social Impact” events, as well as a series of local multiplication workshops and dissemination activities.The project involved directly 280 stakeholders - young people, youth leaders and activists, trainers, - while the audience reached indirectly through online-, press- and TV- media coverage accounted for over 200000 people. SCORE managed to transfer the insights of recent academic research into innovative high quality educational resources. Furthermore, the exchange of good practices of using sport to achieve social objectives was promoted and the awareness of the growing importance of social entrepreneurship in the target regions was raised. In that, the EU approach to social inclusion, education and training and youth participation was and has been promoted.