"Although strong progress has been made in recent years, yet too many young people are leaving school being poorly qualified, and facing a higher risk of unemployment, poverty and social exclusion.While it is urgent to coordinate actions between educational and non-educational actors and to find inclusive responses, several studies show that transversal skills have become unavoidable, impacting on life, academic and social success, as well as on the decline in dropping out of school.The partnership, composed of 6 organizations from 5 member countries (France, Belgium, Greece, Italy, Germany) proposes to promote formative bridges by framing the methods and instruments of ""learning by doing pedagogy"" in the logic of the assessment and the certification of competences.Based on a revised pedagogical approach, the partnership sets the following objectives:* Create a reference framework for the assessment of competences mobilized by the Experiences of the learning by doing pedagogy, in particular the transversal competences, which are recognized as well as fundamental competences for the professional integration, citizenship and well-being of the individual (EACEA 2010-2012).* (Re) define the training paths to the evolution of the labor market and the needs of companies and territories through the methodological approach of the learning by doing pedagogy which represents an opportunity to link learning, citizenship and development of the territories* Define the learning outcomes of the training courses proposed by the project through the common European language ECVET* Support the educational achievements of young people with the contribution of representatives of the business world* Encourage and promote collaborative approaches and educational alliances aimed at reducing early school leaving at the local levelThe intellectual outputs committed by the partnership are:O1: Common core of transversal competences developed through the learning by doing pedagogyO2: Training course using learning by doing pedagogy approachO3: Guide to organizing and facilitating experimentation sites"

The project Sportello Europa 2 aims to pursue the objectives listed in the Internationalization strategy of Scuola Centrale Formazione through the realization, in 2017 – 2019, of 300 transnational mobilities (250 for VET learners and 50 for VET staff), continuing what has been already started with the previous Sportello Europa. On the basis on different indicators, it is confirmed that in Italy there is a very difficult condition for what concerns the youth unemployment rate (aged between 15-24) at 36,4% (Istat data october 2016), this date is above the european average, despite it is the lowest since 2012; the italian labour market, on the basis on Istat data, seems infact more favourable for the over 50 (+0,9%). The NEET (aged between 15 – 29) are 2,5 millions (26,9%), is constantly growing from 19,5% in 2007, and even more alarming is that the 32% of them is going through this situation for over a year (OCSE data 20015). Consequently, the project aims to favour and promote: - Transition processes for young people into the labour market; - Reintegration processes of young people into education paths; - Continous staff training to favour “changing” processes; - Intercultural approaches. The 250 VET learners involved in the project are: - included in IVET training paths (2,3 e 4 annuality); - qualified young people, since no more than one year, in the following sectors: heating and plumbing, mechanic, electric, restaurant (cookery, bar), food processing (bakery), wellness (hairstyle and beauty), graphics and multimedia, administrative, tailoring and fashion. VET learners mobilities will have a length of 2,3 and 4 weeks in Spain, Ireland, UK, German, Austria and France. The length of the mobiliy and the choise of the destination country will be closely linked to the tipology of Learning Outcomes identified in each youngster's mobility programme. The realization of the mobilities will refer to “the guide to transnational mobility services” (http://www.scformazione.org/wp-content/uploads/2014/04/guida-servizi-GORES-sett2016-IT-5.pdf) pubblished by SCF to facilitate and to promote awareness among the operators of the sending and the hosting organizations in terms of: - selection of the destination country on the base on the companies/sectors excellences to guarantee padagogical quality; - choise of the mobility lenght in line with the training project of the beneficiaries (training as: strengthening of the acquired competences, intercultural experience; training embedded with the formal path; work experience in addition to the learning path); - selection of the learning outcomes to be acquired during the mobility through valorization formulas (reuse of the knowledges and of the skills acquired abroad, transfer peer to peer) or utilization of “recognition” procedures through collecting, evaluation and validation tools foreseen by GORES. In particular it will be used in an experimental way the web platform that SCF, presented to the DoYourMob event 2016. The 50 VET Staff mobilities are addressed to different professional figures (Trainers, coordinators, tutor, educator) involved in training activities (both professionalised and cultural), tutoring, training on the job, orientation, supporting on the job, etc. The main proposed topic is the didactic innovation, observed from different perspectives and in particular: - work-based learning, digital teaching or in general learning through technologies; - internationalization of competences. For these mobilities we distinguish between to 2 competence areas, in accordance with both Young People and Adult “Target” - in the first one: IVET learners, including young people at despersion risk, with a physical and mental disadvantage, immigrants and unaccompanied migrant children; - in the second one: people over 18 (vulnerable persons in generale, e.g. unemployed, immigrants, people with disabilities), with a particular attention to NEET The VET staff mobilities will last 3-5 days (included travel days)in Spain, France, UK, Finland, Austria and Ireland. The project foresees, also, 10 training paths of 12 days in Uk and in Ireland for the English language training. For the VET staff mobility, SCF wants to invest on methodologies: * WBL in accordance with: - the coordination of its own network concerning the Dual System experimentation, in collaboration with CONFAP and FORMA (www.lanostraviaduale.it); - The promotion of the didactic enterprise in terms of pedagogical innovation. *Media Education in accordance with the investement started in 2013 with the Project INN.

The MELTEP Project 2015 (Mobility Experience for Learners in Technical Education Paths 2015) brought together in partnership six Technical Education High Schools, one VET Center in the Province of Bologna and a National Association of vocational training institutions and organizations. MELTEP 2015 aimed at giving an answer to the strong need for internationalisation of the productive area of Bologna, offering 177 young people (16-25 years) resident in Italy and attending Technical Education or VET-Courses the opportunity to experience an internship abroad for 3 weeks at companies in the European Union (France, Germany, Spain, Malta and the United Kingdom).The mobility experience in a company was mainly related to the specialisation areas of the schools involved, namely: Administration, Finance and Marketing, Tourism, Commercial Services and Advertising, Electronics, Business information systems, Administrative Assistant and Sales Personnel. The first and foremost goal of the project was the improvement of the chances of employability of young students, improving their transversal, language, citizenship, and technical skills.Special attention has been paid to the inclusion of teenagers and young adults in social needs or with disabilities.In addition, what made MELTEP project 2015 particularly innovative was that it reinforced the exchange of best practices in the field of validation of competences. In fact, it provided an opportunity for pilot testing of ECVET procedures for the evaluation, recognition and transfer of learning outcomes, with a focus on a group of about 20 trainees, trying to improve the international mobility of Technical High Schools Students.

<< Objectives >>The project intends to create a coherent set of activities, on how students in secondary education can reach out to the environmental treasure outside of their schools and develop inner skills allowing them to analyse and communicate the aforementioned treasure.In so doing, students will be able to analyse any form of the environmental situation presented before them, grasping its needs, unique qualities, and threats even beyond those taught by the school curricula.<< Implementation >>The partners will implement 5 work packages:WP1 Project Management and CoordinationWP2 Capacity building workshops for teachersWP3 Creating environmental experiencesWP4 Learning through the local environment WP5 Promotion and Awareness Raising<< Results >>The project will support the education of students in one of the most sensitive areas for the current status of our societies - sustainability and climate change. The participants, teachers and students, will be able to benefit from a deeper connection to the environment and become enlightened regarding the most recent principles of sustainability, through innovative digital technologies to make this message relevant and modern.

"Researches demonstrate that ESL is caused by a mix of individual circumstances, educational factors and socio-economic conditions. It often starts already in primary education and increases during transitions between schools or different educational levels, but education and training systems often do not provide sufficient TARGETED SUPPORT for pupils to cope with their emotional, social or educational difficulties and to remain in education and training. Responding to their different learning styles is still a CHALLENGE. Almost all aspects of modern living involve nowadays the use of ICT on a continuous basis. For youngsters in particular it means that SHARING and SEARCHING are at the hearth of information gathering and problem solving rather the traditional forms of knowing and experience. Professionals working with youngsters at risk of ESL (teachers, trainers, educators, school and career guide, etc) shouldn't avoid to acknowledge these changes and take them into account in their work.This project, promoted by 10 partners of different natures (association, VET institutions, networks, regional administration, high schools) from 6 European countries (Italy, Austria, Germany, Croatia, France and Spain) aimed at defining, experiencing and disseminating an effective approach for pupils at risk/drop-outs based on their involvement through an orientated use of ICT tools and methods that may ENHANCE YOUNGSTERS' EXPRESSION and so lead to a better comprehension of the reasons of their disaffection and to a promotion of their self-comprehension, self-esteem, critical think and autonomy. DIRECT TARGET GROUPS were teachers, trainers, educators, school and career guides and youngsters (mostly aged 14-18). They both had been involved in testing project activities such as a DIRECT ANALYSIS run with the help of selected ICT tools able to let students express freely their thoughts, SUPPORT WORKSHOPS (focused on empowerment, re-motivation, improving communication skills, etc) integrated with the use of ICT tools and methods, ONLINE MUTUAL-HELP SERVICES, production of VIDEOS and VIDEO INTERVIEWS. All the experiences collected among the project lifespan constitute the core of the GUIDELINES, the final project output that sum up and present in an easy and effective way all the lessons learned in terms of effective approaches and tools to be used, study cases, assessment reports, suggestions and recommendations.The Drop App project was carried out with a constant attention paid to effective ways to encourage youngsters' expression in order to feel they can ""take out what they have inside"" and being listened and feeling understood by both peers and adults. Results foreseen by this project have been in some cases better than the foreseen; in some project activities, in particular, the use of digital tools let partners reach and involve in an active manner a wide number of youngsters. The carried out products, particularly workshops and videos (all available on the project website and through the Erasmus+ Project Result Platform to all interested people and organizations) had an extremely positive impact, so that some of them have already been implemented into the standard activities of project partners. The approach promoted by the project, aiming at MEETING YOUNGSTERS IN THEIR WORLD by using digital tools also in the context of normal school and training activities regardless of teachers’ technical skills, turn out to be of easy application and transfer. Involved teachers, trainers and educators improved their pedagogical and educational competences, to be adopted particularly with students early school leavers or at risk of, as a consequence of an intensive use of ICT tools in the communications and interactions in school-life and other educative contexts; at the same time, youngsters at risk of dropping out or with difficulties at school directly involved in project activities testified a raising of engagement to school/training paths, the feeling of being more listened and understood and to have behaviours more respectful of the rules and of other people both at school and in the society at large. Also the local communities had benefit from these results, emerged from tested interventions which are appropriate to be included in comprehensive local policies.The Drop App project testifies how the improvement of effective approaches may lead to the reduction of dropouts rates and to the increase of attractiveness of education and training systems, in addition to an improved awareness of the phenomenon of early school leaving – causes, consequences, methods to fight it, youngsters’ needs."