"Despite overall European efforts to get more students in VET, to decrease the drop out rate in VET, to raise image of VET, we haven´t found the turning point that is really successful. This goes for almost all the countries, educations and colleges within VET in Europe. Despite clear agendas from national governments we still face a lack of students and graduated workers in many fields. We all want to, and have an interest in, changing this fact. We want to raise image of VET, get more students in VET, get better teaching and happier students. This project will share good practices and attack this issue from a quality perspective. The partners have chosen five actions that we will combine, complement and learn from throughout and after the project period. The overall goal is to learn from each other, share knowledge and actions and complement own findings with the findings of partners and increase our competences and be able to transform the data from quality reviews, research and action findings into the classroom. Be a better teacher, to ""make"" better students and better organisations. This benefits society as well. The five actions are: -Student's selfevaluation and combined student-teacher's evaluation -Meeting between student and teacher. Research of motivation in the classroom -Student's evaluation of education -EQUAVET as a tool for improving quality in education through student's voice -Teacher's preparation for class focused, in team and in mind map/fixed scheme & evaluation of teaching. We expect that this new approach and combination of looking into quality from different angles and perspectives, will provide us with new tools and complement the objectives of the project. Objectives of project: -Qualifying teachers to enhance better teaching -Share and test tools -Translate quality data to better teaching -Involving students in teaching and learning -Having happy, motivated students To do this we'll work with our chosen actions at our respective colleges. We will have two learning/teaching/training activities together. Participants are two steering group members from each college and two teachers. Between our meetings and at the activity meetings we work first with own issue/action at the first training activity meeting. Following this meeting we work in home college, and secondly we work with new actions from partner college. In this way we share our experiences, learn new ways of dealing with subjects, learn on own body new actions that will strenghten our quality work. Activities are teaching in class, interviewing students, perform evaluations with and between students, make observations in classroom and more. Participants are, a part from the steering group, two teachers from each participating college. The teachers will work in student classes with the given actions. They will work with the actions they know from own college, and they will work with an action from partner college. These activities take place at activity-meetings and between meetings. Our key target is students, but teachers are the target group in the methodology. The project will use socalled Action Theory to get an overview of our actions and objectives. We will work with: 1. A context analysis; characteristics of the students in the different countries; 2. Presentation of quality management system. Choose a methodology to investigate the quality of the best practices. Describe indicators of quality. 3. Identifying best practices within own college 4. Exchanging best practices with teachers from all countries adopting each other's best practice 5. Evaluate the applied best practices with students and teachers 6. Recommendations published, making presentation for participants to use. Create an online platform with all best practices and tools and a webinar. 7. Hosting a work shop and webinar We expect the following impact Students: More active in class, more motivated for education, increased fulfillment rate, happier students, better student-teacher relation. Teachers/participants:Transformation of quality data into better classroom teaching, better teaching competences, increased intercultural competences, better perception's competences, extended personal competences in a professionel frame Organisations: Enhanced quality level, better image, look at, and talk about quality in a new way Longer term benefits: Increased quality in education Increased number of happy, motivated student Increased number of students, that full fill their education Other findings will be: Better knowledge , skills and competence regarding inter/transcultural performances, both professionally and individual and for the benefit of the organisation and VET education overall. The project will, at it's best, give us tools to change the way we teach, the way student's learn and the way we organize our colleges."

The Suscop project has been a very interesting project for the partners. We have been working on a topic that is extremely important for the future, we are benefitting of the results, for students, teachers and on the long run for society to reach the Sustainable Development Goals.Now we, especially the Western world, are consuming a lot of meat which has a high impact on the environment. As the prediction is that the world’s population is growing until 10 billion people in 2050, we are heading toward a food crisis. If we want to be able to feed the people living on this planet in a proper way, we have to change our eating habits.Part of the solution is using different proteins, both from vegetal as animal based sources. This has to become mainstream to be part of the solution. The growing of crickets, for example, has a low impact on the environment and can be monitored very well. It needs only a small percentage of the resources that are needed to produce meat. There are different ways to grow alternative proteins, with very high quality and with a low impact on the environment, that can play an important role in the food chain of the future.The objective was to make a teaching and training module for students in different EQF levels, from level 3 – 6. Next to that we wanted to train teachers so a larger group of teachers will be able to use the materials in the education of their students. On the website we have created, https://suscop.com/ we make the results available in different levels and languages.The most important product we delivered is a ten week teaching and training module with a workload of appr. 80 hours. There are three different aspects: theory about working with alternative proteins, different types of proteins, what are the rules and regulations, storage, etc. The second topic is sustainability, why is this new way of cooking needed, what is the connection with the SDG’s and the third topic is the actual cooking itself, working in the kitchen with the proteins.The teachers manual contains all the instructions any teacher might need to start doing classes like this themselves, a list with the proteins with all the specifications and also extra materials to present to the students, like videos, PowerPoints, quizzes.There is an E-book with recipes from all partners in six different categories, from street food to a 5 course dinner. Students can use this E-book in the practical lessons and in the assignment that they have to do at the end of the training module. During the life span of the project we organised five TPM and two LTTA’s. In the TPM’s we discussed the progress of the project, because of the Covid-19 pandemic we had to extend the project, and it was at time complicated to find the time to work on the project. So we also have met online on a regular basis to keep the work going.The LTTA’s were used to train the project group at two levels, the first one was focusing on the theoretical foundation of working with alternative proteins. A Spanish researcher was invited to give the most recent state of the art (legislation in Europe, what is already done etc.) and our HVET partner trained the group. Also a Finnish company EntoCube, a producer of animal based alternative proteins, updated the knowledge of the project team.In the second LTTA there were chef-teachers and students involved, they were working in the kitchen with the recipes, trying out and giving feedback on the results.Another output was the train the trainer short course, the partners have trained their colleagues so a larger group of teachers is capable to work with the materials. Also for teachers this is a new way of looking at eating habits in the future, so this gave very interesting discussions. The ‘cascaded’ training was executed organisations and it helped to change the attitude of the participants.We have done a lot of activities to disseminate the results. The Multiplier Events were unfortunately not easy to organise, but still we managed to talk about the results with a large group of network partners. There was publicity in newspapers, presentations in primary schools, on the EfVET conference and many other articles in newsletters nationally and internationally.One of the side effects of this project is that the restaurant in Da Vinci College has added some of the recipes to their menu!The partner colleges will use the materials in their regular education as this is part of innovation of the profession. For students the market of the alternative proteins can open up a lot of new possibilities, thy can open their own business, cooking or selling alternative proteins. In the LTTA with students in Harderwijk we offered a workshop with an entrepreneur who makes a living of growing and selling crickets and writer on the topic.The pandemic caused serious difficulties in reaching the goals, we had to extend the project with 9 months.

The European Knowledge Center for Mobility (EUKCEM) II project aimed at contributing to a European Area of Skills and Competences and increased EU mobility by offering a one-stop shop for important mobility processes including ECVET.While the participation in EU mobility for students in higher education has already become very common, the numbers of VET learners are still far lower - even if work and learning experiences abroad are recommended by many stakeholders, VET schools and more and more also companies. The barriers to apply for and manage EU funded mobility projects besides other tasks are high for all VET providers - companies and schools. Besides, there are doubts about the recognition of learning contents and outcomes. The EUKCEM II project therefore aimed at addressing those doubts and further facilitating the management of mobility projects, with ECVET as integral part - from practicioners for practicioners.The project was a follow-up of the LLP Leonardo da Vinci project EUKCEM that supported quality in mobility through structured step by step information about mobility processes for all actors involved (host organisations, sending organisations and beneficiaries) as well as through a partner search database of quality organisations, that assured to follow certain quality standards and agreed to get rated for their performance by beneficiaries.Based on the feedback gained for the initial web contents, EUKCEM II did a relaunch of the platform www.eu-mobility.eu and added structured information on four aspects: 1) Mobility Management including practical checklists, templates, practicioner advise and video tutorials for the five important parts of every mobility project, such as application, preparation, implementation, evaluation and finalisation.2) ECVET: Besides video tutorials and information, the project designed a growing database of ECVET learning units and outcomes that can be either seen as source of information, as inspiration or already as part of learning agreements (transfer option). 3) Are you ready: Beneficiaries are addressed in a more targeted way with information, videos (mobility stories) but also an interactive tool for preparation.4) The partner search tool was kept from the first EUKCEM project. The partnership, composed of experienced mobility coordinators from Spain, Italy, the Netherlands, the UK and Germany brought in their experiences and best practices as sending, intermediary and host organisations in EU mobility. The main contact person at the Dutch partner in addtion is national ECVET expert. Each partner organisation was responsible for at least one of the intellectual outputs and contributed to the contents of the web platform in addition to organising webinars and face-to-face workshops.In the last year of the project, since 25.09.2017, the web platform www.eu-mobility.eu reached ca. 31.000 visitors. EUKCEM Facebook posts partly reached more than 3.000 persons (Step by step through all phases of an Erasmus+ KA1), the same post at the facebook page of the coordinator reached more than 4.600 persons, a post about mobility partnerships more than 4.100 persons, etc. Also more than 400 people directly participated in the project through face-to-face workshops, webinars and events and provided positive and valuable feedback. Local, regional and also European partnerships were established that last also after the end of the project. The project partners integrated the materials created within the EUKCEM II project into their regular activities, use them for their own mobility projects and also together with their partners from other European countries. Therefore, the partners as well as other organisations involved in mobilities across Europe will benefit also in the long term. All web resources will be kept and also synergies are built with a project about quality in mobility.

"According to the European Lifelong Guidance Policies, career guidance should be based on the European framework of the Career Management Skills (CMS) because it represents the set of competences and skills each person needs to take strategic e suitable decisions about the own future. MY FUTURE project stressed the main findings of a previous project (Learning and decision making resources Project Number 2014-1-IT02-KA200-004105) to improve and develop innovative practices and career learning tools for school systems in Europe. Learning Career Management Skills is pivotal for the implementation of the European Lifelong Guidance policy and for reaching the goals of the Education and Employment strategies.Furthermore, the growing of the information and communication technologies in the field of lifelong guidance opened new opportunities to integrate theoretical and participatory research findings with digital technologies that enable teachers and practitioners to get a concrete impact in the development of the career management skills of youth and youngers.Main objectives of MYFUTURE were:1- Supporting schools to tackle early school leaving2 - Developing assessment and evaluation methods and practices to improve the quality of Career Guidance at school, involving the local career guidance systems and the main stakeholders; 3 - Strengthening the capability of schools to cooperate and share open web resources with Municipalities, Local Authorities, Public Employment Services and Universities.4 - Identifying and developing innovative teaching and learning approaches, methods and ICT resources that effectively support the development of Career Guidance activities at school;5 - Sharing and spreading the European concept and framework of Career Management Skills, as transversal key competences for managing lifelong study and work transitions;6 - Providing coherent and ""user friendly"" tools and learning materials for students, teachers and school counsellors, in different languages.The partnership was a balanced mix of competences and knowledge made by academic institutions, with experts and researchers, and public and private providers of career guidance at school:1-The University of Camerino (Italy): Lead partner2- Regione Marche (Italy)3- Centre Studi Pluriversum (Italy)4-The University of Derby (United Kingdom)5-Hertfordshire County Council (United Kingdom)6-UU-Lillebælt (Denmark)7-University of Malta (Malta)8-CMBRAE Bucuresti (Romania)The methodological approach of the project was based on the participatory action research, with direct involvement of students, teachers and career practitioners to set out priorities and to share best practices and resources.Main activities implemented were:-Organization of focus groups with students and teachers in each partner countries;-Construction and sharing of questionnaires to collect data on needs, practices and tools;-Analysis of data and production of relevant knowledge in the field of career guidance practices;- Setting out and sharing guidelines for using the tools and to design guidance activities;-Development of open educational resources available on-line freely;-Development of ICT tools for teachers and students;-Dissemination of the project activities in events at national and international level;-Organization of conference seminars and training activities for teacher and career guidance practitioners.During the implementation of these activities were involved 174 students and practitioners for the field research, more than 205 questionnaires were administrated, 1152 among students and practitioners took part to the pilot actions, 121 participants attended the multiplier events,333 people subscribed the website, more than 1000 practitioners were reach with the social network and on line articles, 369 users download document from the platform.The intellectual outputs produced were:IO1-Developing career education. Publication.IO2-The potential of e-portfolios in career guidance. An innovative web site.IO3-Enhancing the quality of career guidance. The handbook for schools, with the on line check list to self evalutate quality standards.IO4-The map of career guidance. IO5-Career guidance App. A new tool for mobile phones.IO6-E-learning platform for teachers and practitionersThe products were designed for students services that reach ever-increasing numbers of young people in a cost effective and efficient way. The e-learning platform and the open education resources guarantee an increasing impact on the regional systems in each partner country. All the partner are implementing activities and planning new programmes based on the evidences of MYFUTURE project. The contacts achieved during the dissemination are creating new partnership and enlarging the communities of teachers an practitioners interesting in the development of digital resources and tools for career guidance at school.info on www.myfutureproject"

<< Objectives >>Digital transformation is taking place in elderly care as in most other sectors. As a consequence, professional caregivers need sound basic digital competence as well as job-related digital competence. DiMiCare addresses this skills challenge and seeks to create a new digital mind-set of care assistants and home helpers by providing low-threshold VET offers for learning about care-related technologies and how to use them efficiently for different aspects of care work.<< Implementation >>The DiMiCare consortium of partners from AT, IT, DK and NL, led by die Berater, pursues its objectives by- Analysing the potential of technological tools in care and ensuing training needs of caregivers- Producing an awareness-raising publication- Developing and testing a training format and a set of self-learning tools- Launching a wide communication strategy to promote the project and the issue of technology in care- Applying professional project management<< Results >>DiMiCare develops 3 key results:o DiMiCare Groundwork Paper analysing technologies and their potentials for care, training needs and existing offers o Modular DiMiCare Training Course for care professionals which can be integrated in IVET and CVETo Set of DiMiCare Micro-Learning Units, a multimedia learning offer which will be online, short and simple to allow for individual learning at the workplace