The project concerns the Mobility of a group of 15 participants from the Bakery Trade Union of Kilkis Prefecture in Bergamo (Italy). The Confederation of Craftsmen of Bergamo is the Hosting Organization of the Mobility represents also the businesses of the bakery sector). The action consists of 1 FLOW lasting 1 WEEK (4-10/11/2018). PARTICIPANTS are trainers/members of the Trade Union, professional bakers who, due to their knowledge and experience, they are also engaged as trainers in seminars and workshops implemented by the Trade Union, as well as in the training of the personnel of the business they work in. Also, experienced trainers engaged in training seminars of the Trade Union will participate in the Mobility. In conclusion all participants are trainers of the Trade Union. Among the main goals of the Trade Union is the development of the sector's businesses through collective promotion actions and the technical and business training of its members. Bakery has changed in recent years. Mass production, frozen yeasts, introduction of new technologies at any stage of cooking, new materials that take into account healthy eating habits. In Greece, crafts bread is considered by both consumers and the state as an essential good while it continuous to be strongly associated with our culture. As concerns to the bakery, the trend so in Greece as well as in Europe is towards organic bakery wares, products for specific purposes (e.g. breakfast), bread made of flour from stone mills, bread made of ancient types of flour or oats, breads specifically for gluten-tolerant breads and low glycemic index breads. This means that professionals in the sector need to be prepared to adapt to these trends and to create a link between bread and health. All above generate specific educational needs for the members of the Trade Union: -familiarisation with modern trends and with technological developments -knowledge and skills on needs analysis and training of adults -getting acquainted with new products & raw materials -Linking quality to health and hygiene, HACCP -systematization/organization of the information and training that the members of the Trade Union need in relation to the objectives, the agenda & the methodologies. The objectives of the project are: -getting acquainted & familiarisation with modern trends and with technological developments -knowledge and skills on needs analysis and training of adults -getting acquainted with new products & raw materials -Linking quality to health and hygiene, HACCP -systematization/organization of the information and training that the members of the Trade Union need in relation to the objectives, the agenda & the methodologies -networking with EU actors, creating synergies and co-operation in the implementation of joint projects. Selection of participants is performed by the Selection Group. Selection criteria are: - basic knowledge of English and/or iitalian - knowledge about internet and social media - any form of training experience - interest to improve the knowledge and skills as a trainer Participants' preparation includes: - 1-2 meetings - information material - 2 publications in local media (e.g. websites, newspapers) - Use of the page on Facebook LEARNING OUTCOMES concern to: - drawing up a plan for the development of knowledge and skills of bakeries - adult education in the bakery sector - research on educational needs - Trends in bakeries internationally, technological developments (e.g. products for breakfast) - Quality management system, hygiene and HACCP - Team spirit, initiative, communication & collaboration with operators and companies from abroad - Practicing English and using social networks MEASURABLE EFFECTS are: - A PLAN with training needs of the Trade Union - Planning / adopting a PROMOTION plan - Issuing a NEWSLETTER - 1 E-GUIDE - Organizing a CONFERENCE - EUROPASS Mobility Certificate IMPACT on participants is: (a) acquiring specific knowledge, experience and skills b) improving language skills, getting acquainted with lifestyle in Italy c) developing team spirit, self-confidence and initiative (d) networking with businesses from Italy IMPACT on Trade Union and its members a) Networking and cooperation with bodies from Italy (b) cooperation perspectives within European programs c) improving knowledge and skills of the members of the Trade Union (d) creation of a group of experienced trainers IMPACT on the consumer - Access to high-quality and new bakery products with innovative organic materials, - better service and service PROMOTION activities are: - Local press and social media publications - Use of the page on Facebook - A leaflets - Organize 1 info-day - 1 e-guide - Promotion on EPALE - Calendar - Closing event

"According Utbildning Nords internationalization strategy the employees should be able to work in multicultural work environments, communicate in English, to meet people from different countries and cultures and work in various labor and business cultures. That is why an international dimension is a very important part in the adult student's vocational training at Utbildning Nord.The internationalization strategy states also that Utbildning Nords teachers should have good knowledge of international demands at labor market. The whole staff meets students with different backgrounds, both in the Nordic region and the whole world, and must have an understanding of different cultures and ways, and be able to communicate in English and other foreign languages.In This Erasmus + VET mobility ""Competence and tolerance” are involved both adult VET-learners and vocational teachers and other responsible persons for the students vocational training. Utbildning Nord wants with this project raise the competence and quality in vocational training and improve professional skills and competence of students, and thereby improve the students´ employability after vocational training.Adult students who practiced (had work placement) for four weeks at companies in Malta and in Bergamo, Italy, were unemployed, and they had applied for employment through vocational training for a post-employment posting. Opportunities increase after a completed internship and it is extremely valuable to be able to add a foreign practice in their CV'sIn Bergamo, Italy, two cook students practiced on SMEs in pastry and confectionery. Students gained a new dimension in their training with new techniques and different kind of pastries. A car mechanic student practiced at a garage with all the necessary duties, from change of tires to engine repairs. A refrigeration technician student practiced at a plumber company where there were also other duties depending on the season. All the students gained that both work tasks and technicians could differ from the Nordic countries. They also gained a better understanding and knowledge of the working culture in another country. They practiced communicating in another language in both working life and at free time.In Malta, did two system specialist students and a programming student practice at IT companies and a chef student did his practice at a reputable restaurant. IT students were given real and meaningful tasks even though they did not exactly correspond with their training at school. Students were taken seriously and received challenging and instructive projects. They increased their skills in the profession and gained an understanding of the working culture that differed from the Nordic, among other things, how to deal with working hours. Chef students were included in the work team and were allowed to use his skills in a relevant manner with good guidance. He learned new techniques and gained practical insight into the working culture.Sweden's only education for shoemakers lies at Education Nord, so it is important to build networks with schools and shoemaking companies in Europe. A shoe maker teacher, did follow two shoemakers work during one week in Valetta. He gained wider skills and found new ways to work within repairing and manufacture of shoes, which increases the quality of the shoe maker training at Utbildning Nord.For IT teachers, it is important to gain international experience because the industry is global and many of the students goes for work abroad after finished studies. Malta is a country that has many IT companies employing staff from the Nordic countries. To gain insights into the working culture and the techniques used, an IT teacher conducted job shadowing/observations at an IT company for a week. Within automation, IT technology is dominant, which an automation teacher gained insight into through job shadowing at automation companies. To gain insights into marketing and communication work as well as the technology used by companies in Malta, the Head of Internal Service and Communication participated in a week's job shadowing/observations.Students have improved their employability through international work experience. All participants have gained better understanding and tolerance for foreign cultures and gained international experience. Thanks to the project, both students and teachers have been trained to practice English in working life. The international network has been expanded with new partners and new companies."

"“Dual ECOsystems – EU Alliances for ICT” project is promoted by a consortium of 7 partners from 4 different EU countries.The project partners, within the regional/statal Dual System in which they operate, have more or less informally created virtuous local ""ecosystems"" in the ICT sector to ensure effective local cooperation between the VET actors involved in the delivery of Dual training programmes, for the success of all (student/worker, companies, VET institutions).Such ecosystems normally involve:•VET institutions•Companies, Chambers and companies’ representation bodies•Workers' associations / Trade Unions•Universities •Accreditation and Certification bodiesThe project starts from the premise that within the partnership the partners have identified some cases of apparent good practices, that are success factors in the different Dual Systems of the countries involved, which guarantee the proper functioning of the ecosystems, in terms of: high quality of VET paths; raising the employability rate; effective work-based learning system; efficient skills certification system.“DUAL ECO” project will let partners observe and share good practices adopted in the 4 local “ecosystems”, confront together on them and evaluate which good practices have the potentiality to be transferred at European level; then, the partners will conduct an experimentation on some selected good practices, importing them into their local ecosystems and applying to existing VET Dual programmes, in order to evaluate the transferability of each good practice at a larger scale.To achieve this goal, the project will be articulated in 5 Short-term joint staff learning and training events:•one for each country involved (Italy, Spain, Germany, United Kingdom) – for staff of partners organizations (managers, teachers/trainers, tutors, researchers) - organized as Study Visits, combining on-site visits to relevant organizations, presentations, discussions, workshops and/or training courses. These activities will be aimed at studying the good practices implemented by each ecosystem, at sharing ideas and confronting on the models in place;•one in Italy - for staff of partners organizations (managers, teachers/trainers, tutors, researchers) – organized as Training in participatory technique, managed by professional facilitators, that will combine peer discussions and workshops.This activity will let the partners exchange the good practices and confront among them on lessons learnt through the four study visits. At this stage, the partner organizations must learn from each other in order to create a “Dual ECOsystems” model, including a set of good practices that can be transferred at EU level, taking into account the different national contexts.The model will be reported in an Handbook, drafted by the partner organizations and containing “good practices and methods for effective Dual ECOsystems”.Each local ecosystem selects the good practices to import. To evaluate their transferability, the good practices chosen will be applied in each partner “ecosystem” on a local Dual VET ICT programme (involving associated partners from the countries):•In Italy on “Junior System Administrator - IFTS in Apprendistato” (level IV EQF) – duration 1-year course, at Engim Lombardia – starting in October/November 2022•In Spain on “Specialization VET Programme on Cybersecurity” (level VI EQF) – duration 1-year course, at Maristak - starting in September 2022•In Germany on 2nd-year training of “Higher Education Apprenticeships Programme” on ICT (level VII EQF), at ITB Bremen – starting in September 2022•In United Kingdom on 1st-year training of “Higher Education Apprenticeships Programme” on ICT (level V EQF), at Belfast Metropolitan College – starting in September 2022Once set the good practices to be evaluated, the partnership will agree on general and specific “evaluation indicators”.Each local ecosystem will run an on-going evaluation on the effectiveness of the good practices applied.At the end of the programmes, a “Final evaluation on the effectiveness of the good practices applied” will be held by each local ecosystem.On the basis of the evaluation outcomes, each local ecosystem will draft a brief report on “Evaluation on the transferability of the good practices applied”, in order to improve the final version of the Handbook.The latest release of the Handbook can be shared in all UE national context for the application of good and transferable practices of the model developed (Dissemination of the project results)."

"Context/background of the projectThe economic crisis that affects all European countries had a strong impact on the already existing ""skills gap"" in the EU labor market. The following challenges and related needs are identified:-ameliorate the cooperation between VET providers and companies to provide a market oriented training offer-provide VET students with enhanced Work Based Learning methods and tools to prevent demotivation due to the lack of practical application of what they learn in a real business environment-Apprenticeships lack in effectivenessObjectivesThe project identified the following objectives to be reached in order to answer to the identified needs:-Improve the cooperation between VET providers and companies and enhance the participation of companies in planning and delivering training so to better match the job market needs-Motivate VET students at risk of dropping out, by providing them with enhanced Work Based Learning methods-Improve the internationalization of the VET training offerParticipating organisationsThe WBL 2.0 project involved: -6 contractual partners including training agencies, companies associations and no profit organisations -57 Companies interested in cooperating with the VET sector -More than 60 trainers and more than 1 200 students -45 Associated partners including VET schools, associations, companies, no profit organisations public bodies, school associations, universities and youth organisations ActivitiesThe project activities were organised as follows:Activity 1:Creation of the Intellectual Output contents: Repository of e-learning video lessons and interviewsThe project partners produced the Repository of e-learning video lessons and interviews, delivered by company managers and professionals according to a Work based learning approach, to provide VET students that want to become web designers and/or social media managers with an innovative ICT based training offer for better understanding the expectations of the market and of the companies.The partners contacted companies’ managers and experts to collect Video interviews and Testimonials.The Video were edited and subtitled and made available on the Project Portal through in-depth description of their contents and didactic potential.Activity 2Creation of a Virtual Platform for Internships hosted within a dedicated section on to the WBL 2.0 portal providing accessibility to:-Profiles of companies interested in host a transnational internship.-Profiles of students that are interested to carry out their placement at international level -Monitoring and assessment toolsActivity 3Creation of Guidelines for the organisation of international internships identifying and mainstreaming innovative successful strategies to ensure that work placements reflect the needs and expectations of the business world and the needs and expectations of the VET students and VET providers.Activity 4Organisation of 5 Multiplier events to disseminate the results reached, methodology implemented and output produced in the WBL 2.0 project.Transversal Activities:All project partners were involved in the carrying out of the transversal activities related to the effective implementation of the project: Coordination, Reporting, Dissemination, Exploitation and Evaluation.Results and impact attainedWBL 2.0 impacted on: - VET TEACHERS providing them with innovative work based learning teaching methods for enriching their classroom lessons with Video based materials facilitating students understanding of what are companies expectations in real life business scenarios and motivate them students to finish their VET training pathsAlso WBL 2.0 results implemented effective alternance between training and work through transnational apprenticeships and established fruitful cooperation with companies for organising international and virtual placements - VET STUDENTS who acquired knowledge, competences and skills in the fields of the latest trends in web designing and implementation and raised their awareness on the importance that companies give in the selection of their human resources.Students also got in contact with European companies of the sector in order to carry out transnational apprenticeships virtual or in person and also experimenting forms of teleworking- COMPANIES managers and trainers, by involving them in the creation of the Video collection of training contents. Companies reinforced their participation to the definition of VET training contents addressed to their future workforce, making sure that VET students get trained to be prepared to match their needs of human resources.Longer-term benefitsThe project outputs have all a strong transferability potential and are expected to have long term benefits on the VET sector through a strong cooperation pattern between companies and Vet providers."

"Adult VET-learners, vocational teachers and other staff were involved in this Erasmus + VET mobility ""Better opportunities”.The aim with this project was to provide better opportunities for students to gain work and increase the skills of staff through international exchanges. We focus on new arrivals, but also people who have gone far beyond the labour market. These students were given the opportunity to succeed in a mission, gain the feeling that they are good enough and the most important of all they are worth investing in. Internship through Erasmus + can be a decisive merit and in some cases the only merit in their CV.Utbildning Nord has many vocational training programs and want to take advantage of the special expertise available in other European countries. With the help of our already established partners in Ireland, Italy, Malta and Poland and a new partners in Belgium, we have been able to organize relevant activities for students and staff. 16 VET students completed four weeks of workplace-based training/participated in training at school and 9 teachers/staff completed four days of shadowing/observation at schools/companies.Activity for staffIn Belgium, there were opportunities for staff to see how vocational training for adults is arranged and three teachers (CNC, electrician and vehicle) conducted shadowing at the Emmaüsinstituut @ 2 school in Aalter, Belgium. In addition to shadowing at school, they participated in cultural activities and visited companies in their professions.To gain insight into how vocational training is organized in Italy and gain knowledge of Italian construction technology, two teachers conducted shading / observations at schools and companies in Bergamo, Italy. They participated in cultural events and visited companies for possible future internships.To study the digital methods and techniques available and used in schools and companies, one vocational teacher and three other staff participated in shading / observations in Cork, Ireland. They participated in cultural activities and visited companies for possible internships.Activities for seven staff, planned for spring 2020 in Poland, Ireland and the Netherlands could not be carried out due to the pandemic.Activity for studentsThrough the project, one refrigeration fitter student was able to practice his knowledge in refrigeration technology at a company in Aalter, Belgium. One student in vehicle training, was able to practice his skills in vehicle repair by participating in training at St. John's Central College in Cork, Ireland. One cooking student did his internship in Valetta, Malta and four in Bergamo, Italy. In both countries, students gained insight into the country's food culture, learned new methods and how to cook dishes specific to the country. One plumbing student practiced in Bergamo, Italy and two students in flooring in Valetta, Malta. They received training in the country's working methods and techniques as well as insight into the work culture. Students were trained to use their professional skills in a new context and to communicate in another language.Five students in IT technology gained increased skills in systems administration and programming and one carpentry student gained broader knowledge in wood technology by participating in training at St. John's Central College in Cork, Ireland. They also learned about Irish culture and the Irish language.Activities for 14 students, planned for spring 2020, in Belgium, Italy and Poland could not be carried out due to the pandemic.The project expanded the international network with new partners and new companies. Students trained their abilities in a new context and improved employability through international experience. All participants increased their ability to communicate in English and gained better knowledge of the recipient countries' languages, culture and working methods."