IDEA originates from a study on the relationships between job and school education, carried out by the Italian Industrial Union, data by EUROSTAT concerning young unemployment in the UE, a McKinseys report on the italian economic situation and studies of the School of Management of Milan. Collectively these informations indicate the presence in Italy of a gap between jobs and school education, an aspect that is dramatically worsened by the large percentage of unemployment among young.The specific objective of this project - involving 27 schools located in Lombardia, Piemonte and Emilia Romagna - is to create a professional figure required by companies/firms that is not offered by the italian educational system. Additionally, the project will haver positive benefits on about 28.000 students and 3.800 teachers, and 1/3 of the total italian firms. Moreover, the professional figures predicted by the project will receive competences from i)advanced informatic knowledge, ii) ability to use the cloud computing system in a foreign language, both in the productive areas and in the commercial offices to facilitater their internationalization, and iii) increase the qualification on the commercial and informatic micro-languages related to: german, spanish, french and bulgarian that are, in this order, the most requested by the firms in the four regions involved in the project.318 students selected from the classes of the fourth and fifh year of 25 Technical, Professional Institutes and High Schools in Economics and Informatics specialization will attend a training stage of 5 weeks in firms located in Frankfurt, Vienna, Cadige, Valencia, Portmouth, Malta, Sofia, Cannes. The stage will be done during June, July and August 2015. In addition the students will receive, in their destination countries, 40 hours formation session dedicate to improve the specific commercial and informatic microlanguage.The departure will be preceded in Italy by an extracurricular formation period of 400 hours through e.learning sessions, in place learning and training stage in the firms. Twenty teachers will follow the same formation program as the students in the firms.In addition to the specific objectives, the project will have positive consequences on both the participant schools and the italian educational system as follow:1-to introduce into the schools the education for employment procedures, with a constant collaboration between school and firms on the territory connected with the Industrial Unions, Unioni Territoriali and Category partners, that will produce as outcomes an enhancement of the italian educational system, joining it with the professional figures emerging from the job market2-to increase employment among young people by promoting their hiring in the firms participating to the partner Category associations3-to start a constant international collaboration between schools and firms to I) introduce into the italian educational system a pragmatic approach to the international job market, and ii) gain a better knowledge of each other, and iii)strenght the teaching of the commercial and informatics micro-lanuages4-help the knowledge among the partner schools of the German dual formation system; this has the scope to promote the formation of an experimental program in the partner schools in collaboration with the firms willing to join this experimental program5-create a common procedure in the italian evaluating system based on ECVET, this for the coomprehension of the competences and knowledges acquired by the students, both in school and in the working area at National and International in order to facilitate the international mobility of the students to favour their employment.Finally this project aims to develop a data bank useful to the tracking of a participant student from the end of the project to the actual employment and working as data source for future analysis on the educational project integrated to the need of the job market.The ambitious scope of this project are justified by the web by involving partners that have competence, knowledge, and financial means to sn the project action. In particular, the fact that only the constant interaction between National and International education and work abilities, will allow the solution of the dramatic issues connected to the unemployment of the young people.The main actors in this projects are the partners schools, the Industrial Union in its territorial entities, the Goethe Institute collaborating with the British Council and Cervantes Institute for the linguistic formations and the ECVET in collaboration with Dr. Faggioli of INDIRE, the international partners for their connection to the firms on their territory, the Office XVI of MIUR-ER for the validation of the congruity of the project with the MIUR.The long term benefits are the enhancement of the interaction schoool-job

Since Covid-19 emerged to a pandemic in 2020 it has compelled many governments around Europe to take extreme measures of lock down to a degree unimaginable until then. As a result millions of Europeans were forced to stay home for an extended period of time. Unexpectedly employees had to work from home for the first time, teachers had to teach from home for the first time, students needed to continue learning from home for the first time and parents had to support their families – both their kids and parents - in a different way from the one they were used to. This new reality found most, unprepared to adapt their working, leaving, producing, creating, learning, teaching and living habits and be as productive and effective while staying at home. Thus, CONOCO project aims to collect practices from the partner countries and beyond, on how the Europeans employees- employers, educators-students, parents- grandparents, were coping with staying at home and also highlight original, atypical approaches that proved to be efficient and help peoples productivity and creativity. This collection will be grouped and prepared in an easy readable digital document that will map what happened in the following categories, which could become guidelines on how to cope with isolation at home covering many different parameters of everyday life and how people can develop competences to be adaptable to this at any time.THE CASE OF WORK FORCE: The Covid-19 pandemic accelerated instantly the practice of ‘teleworking', ’working remotely” or “working from home”. According to Eurostat data (2018) the percentage of employed persons aged 15 to 64 in the European Union (EU) who usually work from home was at 5.0% in 2017. This figure was highest in the Netherlands (13.7%), Luxembourg (12.7%) and Finland (12.3%), and lowest in Bulgaria (0.3%) and Romania (0.4%). Also, the EU says that flexible work is indispensable to achieve greater balance and productivity [European Parliament resolution of 13 September 2016 on creating labour market conditions favourable for work-life balance (2016/2017(INI))].THE CASE OF TEACHING AND LEARNING (School and Higher education):Through the years, schools have experienced several closures as a result of health issues or other crises, causing educational disruptions among millions of children and youngsters. Aware both of the importance of maximizing the social distancing meant to limit the spread of the new Covid_19 virus, and the incentive of continuing the educational process teachers have been focusing on online teaching-the application of online techniques to provide learning to students at a distance. Even though the current pandemic according to the indication is coming to an end, as the previews experience has shown similar obstacles and situation may occur at any time in the future. That is why, it is absolutely necessary to discoever the problems now so school and HE distant teaching and learning can be improved. THE CASE OF PARENTS AND GRAND-PARENTS:Probably the main actors of such crises are the parents and sometimes even grand=parents who have been scientifically impacted by the Covid-19 outbreak and it is this category who not only have to adapt their working schedule and habits to the new situation but found themselves in the challenging position of supporting their families in a different way from the one they were used to. The project will collect practices from this group as well.This project does not produce Intellectual Outputs as its aim is a collection of good practices. The following result deliverables are planned: D1: Online Survey implementation and result D2: Focus groups and interviews in order to produce the national ReportsD3: C1 Short Learning, Teaching Training contentD4: C2 Short Learning, Teaching Training contentD5: Preparation, editing and finalization of the video testimonialsD6: E-book comprehensive collection of resultsD7: Diseemination Strategy and PlanD8: Quality Assurance Stategy and PlanThe project has duration 20 months.

Istituto Tecnico Industriale Pietro Paleocapa is a technical second grade secondary school in Bergamo.Our course of studies covers and fully meet the requiments of the strong industrial context of the area and therefore our school is implementing an intense innovation programme in its educational and management approach/strategies.The need of our school to join in this project moves from the General Directions for Education of the European Commission based on the promotion of an effective generative lifelong learning. As highlighted in our EU legislation, our teachers have a strong interest and motivation in implementing both CLIL methodolgy and ICT competences to encourage a more dynamic, interactive, cooperative teaching and, last but not least, a more individualized mentoring.20 of our teachers are involved in the mobility project.8 teachers, from both linguistic and scientific areas are attending CLIL methodology learning classes with the aim of improving their methodology skills and making teaching and learning more appealing and motivating, thanks also to the use of ICT.The school headmaster, two of his staff and the person in charge of the project will attend courses on EU Project Management and Leadership.The project has been carried out following all the steps of the PCM approach: we firstly identified the needs and the objectives of the partecipants, of the whole school community and the stakeholders as well through an on line questionnaire. Then, teachers looked for courses through the Portal School Education Gateway. At the moment the partecipants are being instructed about the formalities dued before leaving, about mobility management and the language course every parteecipant will be granted by the school before their experience abroad.During the mobility the team will monitor the partecipants' activity through their diaries on eTwinning, through Skype or similar means of communication.At the end of the mobility experience all partecipants will fill out a satisfaction survey through SGQ, will provide a B2 Level English certification and everything listed in the European Mobility Document.Finally, the dissemination of the best practices will be carried out, both inside and outside the school community, even through the pubblication on the school website and/or on the local press of articles/esseys about the experience.This will allow us to create conditions for a lifelong learning community and for future KA2 projects that will involve further partnership.Next year, our school will also promote a KA1 VET project involving both students and teachers in practical training activities in companies in order to further support the mobility project.Last of all, an ex-post monitoring activity will grant the efficiency and effectiveness of the whole project.

<< Background >>In spring 2017 Paleocapa HS concluded its first Erasmus KA1 project 'A fresh outlook towards Europe' whose objectives included linguistic updating, the acquisition of the CLIL methodology and the use of IT in daily practice. The impact of the project through the dissemination of good practices and the renewal of the teaching group with new needs prompted teachers to ask for training sessions in an international context:- to improve quality and effectiveness of education;- to encourage creativity, innovation and entrepreneurship;- to be in line with the increasing demands of the industrial world whom our school maintains close relations with;- to promote equity, social cohesion and active citizenship.<< Objectives >>The objectives of our project were:1) improvement of linguistic skills for those teachers of technical subjects so that they could plan CLIL lessons;2) acquisition of methodological skills in the field of entrepreneurship to foster a dynamic, interactive, collaborative learning.4) mastery of techniques and strategies to face the complexity of our school community: e.g. integration of immigrant students, students with complex and fragile family backgrounds, students with special needs.5) acquisition of management and leadership skills by new teachers to be able to collaborate with the school staff and eventually aspire to management roles by replacing retiring staff.<< Implementation >>Our project involved 26 school staff mobilities. Due to the pandemic we were only able to complete 23 of them.Thanks to these mobilities, the school staff was able to:- attend language courses and methodological courses on innovative and inclusive teaching, - attented specific courses on preject Management and team Work- visit schools of excellence in northern Europe.<< Results >>1) Improvement of the language skills of the participants.2) Increased awareness of one's role as an educator who is capable of highlighting the strengths of the students, helping them with their educational success.3) Improvement of social and inclusive skills.4) Improvement of management skills.

"Work-based learning (WBL) is a fundamental element of Vocational education and training (VET) that promotes the individual employability and increases economic competitiveness. The VET's mission is to encourage students to acquire knowledge, skills and competences essential for their working life and it is considered a main asset to increase life standards by EU. In Europe there are 3 main WBL modes: 1) the apprenticeship, known as the ""dual system"", in order to realize integration of companies as training providers together with education/training institutes; 2) On-the-job training periods in companies incorporated as an element of VET programmes leading to formal qualifications; 3) the alternation integrated into the school curriculum that allows a ""real life” work environments simulation and presupposes a close collaboration with the labor market and local businesses. The last WBL model include a complex governance, involving schools and VET providers with the complicity of territorial stakeholders, in order to structure a training proposal ""on the job"". In Europe there are differentiated levels of integration according to the countries’ regulatory system: some Countries have an advanced stage, others are still struggling to improve new opportunities. The project aimed to enhance WBL standards in 3rd type of VET activities, integrated into the scholastic curricula, implementing an innovative and integrate model of different types of WBL experiences (ECLI): Expert, when experts go to school and helps students understanding specific production processes; Classroom, when classes visit companies in order to understand both production processes and professional profiles; Laboratory, when students learn in laboratories and/or companies’ laboratories; Individual Experience, when students have an on-the-job experience in a company. Its objective is to enhance WBL experiences already implemented by the partners and systematize them in order to achieve 3 learning outcomes: a) to define an effective governance between actors of education, training and labor market (IO#1); b) to define a shared ECLI model, apply it with students, validate it and implementing needed toolkits (IO#2); c) to train school staff about WBL management, tools and assessment; d) to enhance competences levels in the school curricula and VET courses through the definition, evaluation and certification of key competences adequate to national and international labor market; e) to disseminate ECLI model in a European perspective. The ECLI model, originally defined by Italian partner schools, is implemented in 4 Countries (Italy, Spain, Romania and Sweden) and integrates their WBL experience into a transnational dimension. For this reason, it was necessary to identify WBL transversal and common competences shared by the whole partnership (IO#3).The Project involved 7 schools from 4 Countries. Italy: IIS Marconi (Bergamo), ITIS Paleocapa (Bergamo), ITIS Rapisardi (Paternò); Sweden: ABB Industrigymnasium (Vasteras); Spain: C.I.P.F.P. (Valencia); Romania: Liceul Tehnologic ""Mihai Viteazul"" (Zalau), Colegiul Tehnic A. Papiu Ilarian (Zalau); 1 VET provider (Coordinator) Servizi Confindustria (Bergamo, Italy); 1 consultant agency Noviter srl (Milano, Italy). The following companies were deeply involved into the project: Tenaris Dalmine (Italy), Tenaris Silcotub (Romania), Michelin (Romania), ABB Dalmine (Italy), Dolfin (Italy), Confindustria Bergamo (Italy), ABB Sweden.The project lasted 36 months from September 2015 to August 2018.The main activities carried out are:- 5 International Meetings with partners: 3 days meeting each, 63 presences.- 1 Teachers training; 7 days in Bergamo (Italy), 24 presences.- 4 Mobility of VET learners: 7 days each, in Sweden, Italy and Romania, 55 students and 16 supporting teachers.- 5 Multi events lasting 1 day in each of the 4 partners’ Countries: 194 external presences (180 local and 14 international guests)- Project management: forecasted partnership’s activities were fully implemented- 3 Intellectual outputs finalized into the final report uploaded on the Erasmus Dissemination PlatformThe deviations from original project occurred only for 25 students and 1 additional teacher involved in the blended mobility. The dissemination outcome was wider than provided (see attached table).The Final Report aims to make available for all the VET stakeholders the innovative WBL model ECLI. The model was conceived, described, tested and validated by the project partners and its governance framework and implementation was disseminated through the Final Report, an educational toolkit composed by best practices for a WBL school-based program in a European perspective. In addition to the immediate impact of the project, achieved during the 36 months of dissemination, in the long run, the project forecast a wider diffusion of the ECLI model and its adoption by a greater number of operators in different European Countries."