"This project has promoted passing on traditional building skills (TBS) to young people and perpetuating the skills needed to repair the historic built environment. The ambitious projected outputs have been delivered; an impressive range of new learning materials for young people at high school level. The wider outcomes and aims of sharing experience and learning lessons on how to further education initiatives and promote traditional building skills have also been successfully addressed by the the project. The intangible outcomes, the participation of the young people, the different approaches at each school and the links with the strategic partners and with businesses and employers in some of the project activities and the networking developed and continuing has raised awareness of the issue and added to the debate on traditional building skills.The project experience has shown that there are skills shortages in all three participating regions and that there is a need to introduce high school pupils to the possibility of traditional building skills. The issues arising from a general shift away from vocational education and the general demise of the apprenticeship system that were evident to some extent in all three regions, but more so in Fife and less so in Hordaland. At each of the partner High Schools of St Andrews High School (and Fife College), both in Fife and Voss Vidaregaande Skule (VVS) in Hordaland, Norway, and Zaklad Doskonalenia Zawodowego (ZDZ) in Torun, Poland, new courses were developed in TBS. The schools in Voss and Torun were not directly comparable with that in Fife, being technical upper schools which catered for an older age-group of 16-19 year olds, more comparable with colleges in Scotland. They also already had construction courses with work experience and craft skills as part of their courses, but not focussing on traditional buildings and skills. The input of the strategic and national partners Historic Environment Scotland and The Scottish Lime Centre Trust proved invaluable in helping the Fife school and college to design and deliver TBC construction crafts training. Innovation has been the main aim and a suite of new educational resources have been created that in each region are ground-breaking. The new O.2 course also used innovative digital technology in scanning buildings and taking drone footage from above as part of the repairs assessment exercise set. The pilot courses and other resources created can be used by other schools and supported by the new video resources produced, which are again the first of their kind. Networking has been an important aim of the project- to build up a support network for the pupils and schools with employers engaged in TBS. Torun and Voss both include work experience extending up to one year. The TBS project experience has highlighted further opportunities and the new courses are linked in each case to a craft centre and folk museum as well as local employers. In the UK, the specialist assistance was required to support the development and delivery of the courses, over and above the practical sessions and videos. The Scottish Lime Centre Trust and Historic Environment scotland donated much additional time and resource in supporting the school and college. Links made with Fife College, the Scottish Lime Centre Trust and Historic Environment Scotland and with crafts people who led craft workshops may prove useful in that respect. The Train the Trainers course has however up-skilled the teachers to continue to deliver the O.1 course. The three mobilities were completed successfully and the Norwegian and Scottish visitor left Poland only hours before the first lockdown.The project prioritised the participation of any under-represented groups. The exchanges included girls (from Fife and Torun, but Norway had no girls in their construction course), young people from disadvantaged families and ""early school leavers"" who not going on to further education. In addition there were a small number of participants from ethnic minorities and pupils with learning difficulties. Some pupils were travelling abroad for the first time. The COVID-19 outbreak has affected the project. An extension of one year was granted but no extra finance. The schools were periodically closed. Pupils in Scotland are still wearing masks in school and external visitors are at the time of writing still not allowed in school. With construction courses already in place, the schools in Voss and Torun were able to deliver their pilot courses before Lockdown. In Fife, the O.1 and I.O.5 courses were 50% complete (for approximately 100 pupils) but the O.2 had not begun yet-it had been scheduled for March-June 2020. Both were eventually re-run but the all-important craft sessions for the O.1 course were delivered partly by the teachers and partly by specialists via zoom but had to be to one class only -25 pupils due to COVID restrictions and the challenges faced at school."

Policy documents, research and practice bring solid proof that social exclusion and high levels of re-offending are very costly to communities, to States and to people themselves. Decision makers, researchers and practitioners agree that provision for education is one necessary and essential measure to be explored and encouraged, since education towards inclusion reduces youth re-offending, turns offenders from crime and into work, improves their skills and encourages them to lead productive lives in their communities. The aim of this project is to support social inclusion and enhance youth employability by developing, implementing and promoting a TRAINING AND DEVELOPMENT MODEL that is EVIDENCE BASED, INTEGRATED, DOUBLE-LAYERED and REPLICABLE to groups at risk other than young offenders.It is an ambitious project, addressing three thematic relevant topics: i) new innovative curricula/educational methods/development of training courses; ii) entrepreneurial learning - entrepreneurship education; iii) youth unemploymentdescribed by the following elements: #100 young offenders to be engaged in employability education # 20 young ex-offenders to be involved in blended mobility for youth validated by employers, transnationally and cross culturally #140 educators from centres/prisons for young offenders to be trained to deliver employability education to young offenders through hands on & developmental events, including short term mobility # innovative & replicable MODEL OF TRAINING AND DEVELOPMENT developed, implemented and promoted as EVIDENCE BASED, INTEGRATED and DOUBLE-LAYERED instrument to approach inclusion through employability education to groups at risk #educator training curricula & resources to enable adults working with offenders to tackle project based employability education # Employability Challenge video-documentary to reflect the young ex- offenders experience during the blended youth mobility # Guidelines as main instrument of replication, realised as longitudinal evidence based document that monitors the development and implementation of the MODEL OF TRAINING AND EVELOPEMENT FOR INCLUSION THROUGH EMPLOYABILITY #5 partners from 5 Member States to bring recognised European know how and best practices in trans-disciplinary project This project builds upon state of the art research and state of the play practices in the areas of (i) social inclusion through training, (ii) pedagogy of competence based education and labour market access through employability validation, both in the situated context of the applicant’s institution and at a European level and signals that policies should be evidence-based and that research and practice are embedded in each other. The core activities of the project envisage:(i) the DEVELOPMENT of ‘Model of evidence based, integrated, double layered training & development programme in employability for inclusion’ Act 2: realising research study - evidence collected for next activities Act 3: curricula and resources designed for staff development supporting offenders with employability competences for inclusion Act 5: developing training materials for young offenders – employability (ii) the IMPLEMENTATION of ‘Model of evidence based, integrated, double layered training & development programme in employability for inclusion’ Act 4: staff training: classroom assistance and mobility Act 6: running training programme for young offenders Act 7: participation of trained ex –offenders in mobility/cross cultural validation of key competencies for employability(iii) the MONITORING and PROMOTION of ‘Model of evidence based, integrated, double layered training & development programme in employability for inclusion’ *Video documentary to capture experience of young ex-offenders, provisional title ‘Employability Challenge’. Act 8: developing Guidelines for Employability as longitudinal exercise that monitors and critically presents the lessons learnt in developing and implementing the proposed model This project seeks impact on quality of life, employability and inclusion of YOUTH, enhances and promotes partnerships between employment and learning and it is the result of cooperation for innovation to exchange good practices among the 5 European partners.In conclusion, ILA Employability is a stately project, according to the two priorities assumed: promoting young people's social inclusion and well-being and developing partnerships between education and employment.