Every year across Europe hundreds of thousands of individuals take part in several work-based learning activities in order to acquire and/or update their knowledge, skills and competences. However, in practice the visibility and transferability of the learning outcomes obtained in such activities remains quite problematic due to the fact that learning that takes place at the workplace, does not result in credits that can be accumulated or transferred to other learning contexts. As a result, learning outcomes (i.e. knowledge, skills and competences) obtained within the apprenticeship and other forms of work-based learning, are often not recognized for further studies in the formal VET system (e.g. HE VET) neither within nor outside the national boarders. The lack of permeability and transferability between the several forms of work-based learning at national and European level, results in hundreds of thousands of productivity hours being lost when individuals decide to move from the one learning context to the other (i.e. from non-formal to formal), and constitutes a major motivational barrier in work-based learning for hundreds of thousands of students and unemployed people who wish to achieve a formal qualification either for securing a job or moving up the professional ladder.In ECWORK project, we developed a bottom-up approach for credit transfer of learning outcomes acquired through transnational work-based learning mobility. The project was implemented in electromechanics field, involving qualifications at EQF levels 4/5, across Southern European countries using ECVET methodology. The general objective of the project was to facilitate validation, recognition and transfer of learning outcomes in electromechanics sector, acquired through transnational work-based learning using ECVET methodology. The specific objectives of the project were: • To map European qualifications on electromechanics of countries of South Europe and identify transferable units of learning outcomes for transnational mobility of students• To develop a teachers’ guide for organisation of transnational work-based learning mobility• To develop an employers’ guide for designing work-based learning in companies• To develop a toolkit for students, to facilitate and support them in transnational mobility and work-based learning. • To organise a learning activity for VET organisations on ECVET methodology• To pilot test the work-based learning modules and the credit transfer methodology, through limited mobilities.Following the above prerequisites, a high impact partnership has been formed, comprising of a total of 6 partners from 5 Member States (Croatia, Cyprus, Greece, Spain and Portugal), representing VET schools and VET centres offering electromechanics at different EQF levels and an organisation expert in ECVET:• ESS, FORAVE: VET schools• IEK DELTA, Intercollege: VET colleges – EQF level 5• FFE: VET school and VET centre• IDEC: expert in ECVETThe results achieved during project implementation were:1. Common Study – identification of national qualifications on electromechanics at levels 4/5 of EQF. Language: EN, EL, HR, ES, PT.2. Training of nine (9) VET trainers on ECVET methodology and application in work-based learning. Language: EN.3. Teachers guide for immediate use by the VET trainers in the consortium countries and across Europe. Language: EN, EL, HR, ES, PT.4. Employers guide for immediate use by the employers providing work-based learning in the consortium countries and across Europe. Language: EN, EL, HR, ES, PT.5. Students toolkit for supporting students in organising their work-placement abroad. Language: EN, EL, HR, ES, PT.6. Mobility eight (8) VET students in 4 EU countries, for work-placements. The mobilities served as pilot testing for the other project outputs. 7. Report on ECVET implementation – recommendations based on the results from the pilots, the policy recommendations and the recommendations for VET schools / employers. Language: EN, EL, HR, ES, PT.8. Project's leaflet (electronic/downladable copy) & project web presence incorporated within the partner's websites – with downloadable copies of all key project outputs in the identified languages9. Five (5) National Project/Stakeholder Multiplier Events for presenting the project and its main activities to the national stakeholders and target groups10. Participation and Project/Results presentation in EFVET COM, during the conference. Dissemination of project and results is a critical aspect of this project and has been given significant attention & equal priority with all other implementation activities. Special attention has been paid in linking the project with national ECVET activities for maximum penetration such as National Team of ECVET Experts being run by the National Agencies in the consortium countries, as well as utilizing existing links with prominent government VET policy institutions.

The employability of young people is a concern in the many EU Member States, especially in Southern and Eastern Europe. In many countries, including Greece, Bulgaria, Latvia, Spain, and Cyprus, VET graduates are unemployed or are working in jobs irrelevant to their studies. Good quality information about what VET graduates do after leaving education and training, how they use the knowledge, skills, and competences they gained, is essential to understand both the causes of employability problems and the success factors in particular regions, economic sectors, or for graduates from particular VET institutes and disciplines. Tracking VET students and graduates and providing feedback and input to the quality assurance system of the VET provider is also one of the main gaps in the implementation of EQAVET. TUKE, SLOVAKIA, the project applicant is a research and education facility of the Technical University of Košice. Project partners were IDEC (training consulting company with extensive experience in European projects), IEK DELTA (Vocational Training Institute of post-secondary education), NAVET (National VET authority from Bulgaria), Eurofortis (not-for-profit organisation working in training field, personal and professional competence development), 3s (leading educational research organization in Austria), Intercollege (private college offering a wide range of Vocational Educational and Training (VET) study programs (Higher Education/VET) to students in Cyprus), P.I.T. (a subsidized private VET and secondary school in the Basque Region), and ASTRA (non-governmental non-for-profit training and research organization).On Track” project contributed to skills needs identification, gathering relevant data from VET graduates. The project “On Track” developed, evaluated, and put in use a VET graduates tracking system for graduates of VET providers at different levels (from EQF level 2 till EQF level 7). The specific objectives of the project were: -To analyze, in-depth, the context, and need in each country. -To develop a tracking system for VET graduates at the institute level that will feed into the quality assurance system of the VET provider -To pilot test and implement the tracking system, establish a tracking mechanism, and integrate it, in VET monitoring processes. -To support VET providers to establish the tracking mechanism and integrate it into their quality assurance system. The target groups of the project were VET schools and institutes providing secondary, post-secondary and HE levels education as well as institutes providing further VET courses. The main results of the project are: O1. Context study of tracking systems and measures The study was used as a starting point to analyze the national context, to identify indicators that have to be included in the tracking system, specific needs to be addressed, and potential challenges. The context study was performed at the national level and the results were compiled in a transnational study and created the basis for the development of the tracking system. O2. Tracking system for VET graduates At the core of the tracking system was a tracking survey addressed to VET graduates that gathered data related to further education, employment, career paths, skills, and competencies required in the labor market and other relevant information. The model tracking survey was developed and adapted to the specific needs of each VET provider that implemented it or wish to implement it in the future. The tracking survey was developed in two different open-source survey tools (Google Docs and LimeSurvey) so each VET provider can choose the one that can be better integrated within their IT system. The tracking system includes a technical manual on how to implement a survey using Google Docs or LimeSurvey. O3. Guide: Implement a tracking system and integrate it into the organization quality assurance system A guide for VET providers was developed which supports VET providers to implement the tracking system and integrate it into their quality assurance system. The guide addresses VET providers that want to implement the tracking system with their own resources and provides step by step methodological guidance. Apart from the tracking survey, the tracking system includes methodologies and mechanisms for preparing, managing, and administrating the survey, evaluating the results, keeping a registry of graduates which is a part of the Guide. Other outputs that contributed to project objectives and expected results are: C1. Learning activity: Establishing a tracking system for VET graduates. The learning activity prepared project partners to implement the tracking system and organize the pilot runs. 27 persons joined the learning activity.

The Covid 19 pandemic has overthrown established practices in the world of education and in particular it has dictated the need to support qualitative and effective digitalisation of VET provision as well as to pursuit actions and programmes that both teaching and administrative staff need in their effort for upskilling their communication and digital competences to meet the new challenge.“We-R-Open: An educational approach for digital upskilling of Teaching, Managerial and Administrative staff of VET Schools” is an Erasmus+ KA2 Strategic partnership for VET, development of innovation.Partners are 4 VET organisations FORAVE from Portugal, IEK DELTA from Greece, DEFOIN from Spain and Emphasys from Cyprus, a training centre providing adult education - IDEC from Greece and the European Digital Learning Network (DLEARN).The central aim of this project is the digitalisation of VET institutions through providing the adequate learning resources to their staff. The project addresses the whole VET schools community, namely its target groups are- Teachers and educators of VET schools- Administrative staff of VET schools- Supporting and back-office staff of VET schools - VET Students and their parentsWe-R-Open will produce three two intellectual outputs:a) an innovative online toolkit for supporting Teaching staff to go digital in teaching and communication process and b) an e- learning course for the Managerial and Administrative of VET schools, that will support working remotely and communicating effectively on line. In addition the staff will acquire digital skills for designing and implementing virtual events such as Open Days and Career Days. Other important project outputs that will contribute to the achievement of project results and goals are: Six multiplier events in Lousado, Portugal, Piraeus, Greece, Athens, Greece, Madrid, Spain, Nicosia, Cyprus and Milan, Italy, in which a total of 95 persons with multiplier capacity will participate. Dissemination campaigns in the five project countries, using different channels, i.e. a project dedicated website, circulation of three newsletters to 4500 recipients, articles in online communities, presentations in conferences and events, promotion in social media Facebook and LinkedIn. .The project is innovative as:- it uses a holistic approach to upskilling of both teaching and administrative staff of VET institutions, taking into account the whole set of operations of a VET institution.- it is designed to meet the specific needs of VET institutions (practical training, labs, communication with companies for placements and apprenticeship, organisation of Open and Career Days and events) to be organised in a virtual way.- it aspires to prepare VET institutions’ staff to embrace digitalisation and to have a clear digital strategy for the future.Expected impact of We-R-Open includes:- The integration of digital tools will guarantee the continuity of the educational process and VET schools’ operation in cases of emergent situations, like COVID- 19 - VET schools will be able to organize professional, efficient, and effective virtual Career Days- VET students will engage in qualitative learning regardless of the potential lock-outs and they will continue receiving placements as apprentices, interns and employees in companies - Good practices and learning materials in the, presently limited, areas of “Communication, Smart Work and Virtual Events Organisation for staff of VET schools” will be enriched - VET institutions will upgrade their operation and quality of their services by exploiting and capitalizing the resources and methodologies introduced by the online toolkit and the training course. Response time to students’ queries will be narrowed. - VET teaching staff will have a handy and user friendly toolkit especially developed for them meeting their needs to organise practical training and labs digitally, providing them also with tangible examples They will have less stress, to cope with the demands of digital VET and they wiill feel a fresh interest for their job - Managerial and administrative staff of VET schools/institutions will acquire the necessary digital and communication skills to organise their school’s Communication, e- administration and Virtual Events such as Career and Open Days. They will cooperate better with the teaching staff.Results will be available in English, Portuguese, Greek, Spanish and Italian languages.

The joint Cedefop/OECD symposium on apprenticeships in 2019, highlighted the importance of digitalization of apprenticeships (Flake, Meinhard & Werner, 2019). According to the study, one third of the companies providing VET training have not yet addressed the issue of digitalization.The study showed that 32,2% of company trainers need more support concerning digital teaching and learning approaches and 50,1% need further training offers for trainers.Transforming education and facilitating its transition to the digital era, has been a priority in the EU for the past years. The Digital education Action Plan (2020) identified 2 priorities and set out measures to help education institutions address the challenges of digital transformation. It acknowledges that a very high percentage of young people, fail to reach a basic level of digital skills and also that less than 40% of educators and trainers felt ready to use digital technologie. So we can conclude that there is a real need for the modernisation of apprenticeships through digitalisation. The aim of DigiGo is to support the acquisition of digital skill of VET students, during apprenticeships and to decrease the skills mismatch of VET students. The specific objectives of the project are:To enhance the digital competences of company trainers and mentors To support VET teachers/ trainers and company trainers/ mentors to develop apprenticeship programmes (traditional and virtual) for enhancing digital competences to students.To train company trainers and mentors on how to enhance digital competencies of apprentices in the workplace and through smart workingTo raise awareness of VET teachers and trainers, on the possibility to use apprenticeships, for the development of digital skills of VT students To engage more companies in providing quality apprenticeships that enhance digital skills of studentsThe project will produce two intellectual outputs:O1 E-learning programme: Apprenticeships in the digital era The elearning programme will be open and freely accessible and will target company trainers and mentors. The main aim of the programme will be to enhance the digital competences of trainers and mentors and assist them in organising apprenticeships for the development of the digital skills of VET students.O2 Apprenticeships in the digital era: Success stories In this output, a methodology will be developed and will focus on the development of the digital competences of students during the apprenticeships. The methodology will target both VET teachers and company trainers and its main aim will be to assist them in organising apprenticeships in the digital era (face to face or virtual). Additionally, an ebook with successful stories will be created from the organisation of the pilot apprenticeships. In addition to the ebook, a series of videos will be developed and published, presenting the success stories.The above outputs will lead to the achievement of five main results: - Close the gap between digital skills of students and those required by the companies in the workplace. The development of digital skills will be in parallel with the development of the qualification-specific technical skills , following the DigiComp framework. - Capacity building of VET teachers and trainers, in order to develop apprenticeship programmes for enhancing digital competences to students. Capacity building of VET teachers and trainers will be achieved through the elearning programme, the methodology proposed in our project and through the learning activity that will be organised in Malta. - Capacity building of company trainers and mentors to enhance digital competencies of apprentices. This result will be achieved mainly through the development of O1 E-learning programme: Apprenticeships in the digital era for company trainers. - Engagement of companies in providing quality apprenticeships that enhance digital skills of students. The project dissemination activities and the organisation of seven multiplier events will contribute to the awareness of companies of the potential of work-based learning, to develop a digital skilled workforce and will contribute to the engagement of more companies and increase of offer of quality apprenticeships. The organisation of virtual apprenticeships will also be promoted and companies will be introduced to the benefits that these forms of apprenticeships have to offer. - Strengthening the collaboration between Vet institutes and companies in the field of apprenticeship and especially, regarding the development of digital competences of students.Seven Partners from 6 EU countries compose the consortium of DigiGo: CDE PP , SABA, Friesland Inqubator, Eurodimension, IDEC, IEK Delta and CECOA. The competence, the expertise and the resources of each partner will contribute efficiently to the production of the project outputs. The partners have strong project specific competences and skills and dispose qualified staff.

<< Background >>The GO GREEN project was initiated to address the urgent need to prepare educators to teach and train students in response to the evolving demands of the labor market. Its primary objectives are to develop and promote a green culture in vocational education and training (VET) and apprenticeships and to foster collaboration. It aims to enhance green skills among VET (Vocational Education and Training) teachers, trainers, and students, thereby facilitating their transition into the workforce. By promoting the integration of sustainability-focused skills, GO GREEN seeks to contribute to the transition toward a fairer, greener economy and society.The project addresses several key needs:- Responding to the growing demand for green skills in the workforce of the future.- Supporting job creation and professional opportunities aligned with sustainable industries.- Engaging companies and organizations in the training of VET students in green skills to foster collaboration between education and industry.- Disseminating good practices and success stories collected from various European countries to inspire and guide further innovation.- Encouraging educators and trainers to contribute to achieving climate neutrality by embedding<< Objectives >>The GO GREEN project aimed to promote a green culture in vocational education and training (VET) and foster collaboration between academia and the private sector to develop green skills among students. It sought to support students in upper secondary and higher vocational education in acquiring green competencies during their apprenticeships. By integrating sustainability into work-based learning, it equipped students with practical and theoretical knowledge to meet labor market demands, while also preparing educators to effectively teach green practices using innovative tools and technologies.The project supported the European Union’s Green Deal, Sustainable Development Goals, and New Skills Agenda, addressing the need for green and digital transitions. It emphasized collaboration between VET institutions and businesses to align educational objectives with industry needs and encouraged companies to actively participate in training students for the green economy.The project aimed to bridge the gap between education and the evolving demands of a greener economy, ensuring long-term impact by fostering innovation, collaboration, and opportunities for future generations.<< Implementation >>WP1: Project Management focused on coordination, administration, and quality assurance. Monthly online meetings were held to monitor progress, address challenges, and ensure alignment with project goals. A quality assurance plan was developed, including monitoring and evaluation processes, documentation, and risk analysis. WP2: Platform for Acquiring Green Skills in Work-Based Learning involved creating an online platform and a self-assessment tool for green skills. Two study visits in the Netherlands and Spain allowed partners to observe how green skills were integrated into work-based learning.WP3: Capacity Building for VET Trainers aimed to enhance trainers' skills for green apprenticeships. Activities included the development of guides, a transnational workshop in Greece, and national seminars to train educators on organizing green apprenticeships.WP4: Implementation of GO GREEN Apprenticeships tested the apprenticeship framework with pilot programs, supported by guides and a green apprenticeship methodology.WP5: Sustainability and Impact focused on ensuring the long-term adoption of results, including organizing conferences, social media campaigns, and publishing best practices from the pilot apprenticeships.<< Results >>GO GREEN project results:1Green Apprenticeship Framework: established a structured approach for integrating green skills into apprenticeships2Trainers’ Guide: was designed to help educators implement the Green Apprenticeship Framework 3Capacity Building: Transnational Training of Trainers Workshop, where trainers from all partner organizations built their capacity to integrate green skills into WBL programs. Additionally, national seminars were held across partner countries, equipping local trainers with the knowledge and tools to implement the framework effectively4Workplace Learning Pilot Programs: involved students and trainers applying green skills in real-world workplace settings, providing valuable insights into the framework’s practical application.5Resources for Students and Trainers:Orientation Guide: tips and exercises based on the GreenComp framework to help students develop green skillsApprentice Handbook: featuring gamification activities to engage students in sustainability-focused learning6Sharing Knowledge and Raising Awareness:A compendium of best practices from pilot programs across Europe.National and transnational conferencesSocial media campaigns and online event