<< Objectives >>- Identification of the main skills gaps and key competence areas for young creative entrepreneurs- Development of a training methodological framework that is combined from a modular training curriculum based on specific competencies- Design and development of a blended learning programme - Development of an online assessment tool based on the competencies- Development, co-ordination and monitoring of an e-platform with e-learning material and networking space<< Implementation >>- Field research of at least 80 questionnaires- Development of a transnational report, a training curriculum, a blended-learning course and an assessment tool - Development of a networking e-platform with the educational material- Pilot testings with 40 participants in total- 4 multiplier events (20 participants per country) and one final conference (100 participants) for the diffusion of the project results- Activities regarding quality assurance, sustainability, dissemination<< Results >>The results are:- A prosperous cooperation among the partnership - Development and uploading of the learning material, the online assessment tool and the e-learning platform through cutting-edge technological material and learning solutions- Upgrade of entrepreneurial competences for creative youth - New training material for the facilitators- Broader use of digital technologies in young creatives and an open networking platform for further dissemination and exploitation of the results

<< Background >>During the last decade, the interest in quality assurance in education has been at the heart of the educational policy. The development of robust quality assurance systems is vital in order to develop high quality and inclusive education in the European education area. It has also been important to support promotion of shared values and the European dimension of teaching. Higher education focuses on knowledge, theory and thinking skills, while vocational education focuses on job-specific skills.Higher education plays a fundamental role in supporting social cohesion, economic growth and global competitiveness. Given the desire of the European societies to become increasingly knowledge-based, higher education is a crucial factor of socio-economic and cultural expansion. In parallel, a growing need for skills and competences, entails higher education to react in new ways. A key goal of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) (Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), (2015), Brussels, Belgium) is to contribute to the common understanding of quality assurance for learning and teaching across borders and among all stakeholders. High quality and innovative vocational education and training systems provide people with skills for labor, personal development and citizenship, which supports them to adapt to, and deliver on, the twin digital and green shifts, to handle emergency situations and economic shocks, while also supporting economic growth and social cohesion. Thus, providing them with skills assisting them contract or produce jobs according to the labor market demands.The European Quality Assurance Reference Framework for VET (EQAVET) (Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training OJ C 155, 8.7.2009, p. 1–10) is designed to promote better vocational education and training by providing authorities with common tools for the management of quality. Its aim is to recognize qualifications and competences received by learners through different countries or learning environments, in a way to promote modernization, mutual trust and mobility in VET. In January 2019, the DG-EMPL published the Study on EU VET instruments (EQAVET and ECVET) to examine their influence and their relationship with other EU instruments, and consider if and how the instruments can build on what has been achieved so far and increase their future impact.Regarding the latter, the EU set out potential approaches of both EQAVET and ECVET to increase alignment with HE<< Objectives >>The overall aim of this project is to explore the applicability of elements included in the ESG in the EQAVET framework and vice versa. At the moment, there is no systematic exchange between the two systems, despite the fact that there are certain similarities between them. The QA-HEVET project builds upon the transnational approach through predecessor projects in the EQAVET field, such as EQAVET in Practice, QSE-VET, QC-VET implemented by members of the project team, which have been exploring, testing and implemented tools and guidelines in the EQAVET framework for improved VET practice. This experience is to be transferred in the HE field. The already developed tools are used as a basis to investigate how an alignment between the two frameworks could be implemented. The main target groups of QA-HEVET are, therefore:From VET perspective: VET providers, national associations of VET providers, national VET authorities, National Quality Assurance Reference Points (NRPs).From HE perspective: HEIs, national Associations of Institutions in Higher Education, national HEI authorities, agencies for Quality Assurance in Higher Education.The main objectives of the project are:1. Explore the two European frameworks, focusing in their implementation in national levels, with regard to quality assurance assessment in both vocational education and training and higher education.2. Examine the possible implementation of good practices of the ESG methodology in the EQAVET methodology and vice versa.3. Provide recommendations for potential alignment of the two frameworks.4. Provide combined tools to quality assurance practitioners of both systems for implementing the ESG and EQAVET frameworks.<< Implementation >>In order to accomplish the above objectives, the QA-HEVET project foresees the following implementation activities: The ESG and the EQAVET frameworks are analyzed both at a European and at a national level. Their characteristics are defined and their differences, similarities, strengths and weaknesses are analyzed. Focus groups are being realized to investigate the actual implementation of the quality assurance frameworks at institutional level. The activity concludes with a comparative study of the results identifying best practices. The following tasks are implemented during this activity:T1.1 Study of ESG and EQAVET framework at a European levelT1.2 Definition of the characteristics of the different national quality assurance schemes for both HEIs and VETsT1.3 Analysis of the differences, similarities, strengths and weaknesses of ESG and EQAVET framework and their implementation frameworks in the partner countriesT1.4 Focus groups realizationT1.5 National and European Report developmentT1.6 Comparative study finalizationBased on the previous activity’s results, a self-assessment tool for HEIs and VET Providers is created to assist them in investigating their quality assurance processes. Recommendations on aligning the ESG and EQAVET systems are elaborated and consultation meetings at a European level follow, in order to collect feedback on the recommendation study. The final version of the recommendation study is produced. The following tasks are implemented during this activity:T2.1 Creation of the self-assessment tool methodology and Quality Attention AreasT2.2 Field analysis of the quality assurance systems in practice in the project countries through visits to HEIs and VETsT2.3 Elaboration of the recommendation study T2.4 Consultation meetings with EQAVET and ESG experts at a European level T2.5 Final version of the recommendation studyThe Quick scan tool is updated based on the previous two activities. A variety of tools is incorporated in the tool to fit the needs of both VET providers and HEIs in assessing the quality standards in an effective and productive manner.The following tasks are implemented during this activity:T3.1 Mapping needs of Quick-scan tool & Quality Indicators T3.2 Incorporating HEI related information and tools T3.3 Development and implementation of necessary updates in the Quick scan tool T3.4 Testing the tool by sample of providers and HEIs in each partner country T3.5 Finalizing the Quick scan tool and making it available online Moreover, management, monitoring and dissemination activities are also performed. A1 Coordination activities such as signing of agreements, meetings, coordination emails, reporting; A2 Quality assurance activities such as development of quality assurance guide, project meetings evaluation and project key performance indicators monitoring.A3 Sharing and promotion activities such as composition of sharing and promotion activities strategy, development of project website, composition brochures, composition and dissemination of press releases, social media posts, newsletters, interim and final dissemination report, etc.Project coordination and management follows a holistic approach considering sustainability of project activities. The project is implemented aiming both to create value and impact, but in an ethical, fair and environmental considerate way. Ensuring that the project is sustainable is a team effort and rules for ensuring the project sustainability (such as preference for environmental friendly transport, favoring of electronic dissemination media, green procurement suggestions, data management compliance, etc.) are included in the project operational specifications.<< Results >>The work plan leads to the achievement of the following project results:PR-1 Comparative Analysis of HEI and VET quality assurance systems, which investigates similarities in the technical features of these two frameworks both in European and national level and identifies the best practices.PR-2 Recommendations for moving to an aligned quality assurance system and creation of a self-assessment tool methodology for quality assurance practitioners in both education fields.PR-3 Quick scan tool for VET Providers and HEIs to support them in enhancing their institution wide commitment, policy and action plan on continuous improvement.Besides the final results of the project, mentioned above, several other outcomes are going to derive from the project implementation. The partners will have the chance to widen their network through the dissemination and pilot activities of the project as well as its final conference. They will also have the chance to gain experience from the project implementation and use of tools. Furthermore, the project aims in facilitating key agencies’ work such as CEDEFOP as they will be able to draw on the practical experience of the project and be able to analyze what works, and what doesn’t work, in practiceA range of information sources will be available post-project, such as a dedicated project website for individuals, groups, and networks to review and obtain information.Moreover the project will raise awareness on the importance of QA in education and at the same time provide tools that any educator and/or institution may use for improving the QA of educational services. However what should be mentioned as one of the most important expected outcomes of the project, is that by the end it will have addressed a number of key issues on aligning EQAVET and ESG.

<< Background >>In this age of rapid technological and economic change life-long learning is becoming a way of life but the COVID-19 pandemic has presented unique challenges to all types and levels of learning including vocational education training (VET) and adult learning in general. On a more negative note, a great number of adult education programmes have stopped due to the crisis meaning that learning has been disrupted for many adult learners. This is impacting the most disadvantaged and vulnerable groups in society more prominently - all the more so as they are the ones most in need of face-to-face courses. Cedefop’s findings show that vulnerable groups are women, older employees, migrants, those lacking basic skills, low-qualified and low-educated adults. Also, the learning provided in the workplace delivered online, which is no longer taking place given that workers are not present in the workplace. The COVID-19 pandemic has forced a digitalisation of education and rapidly pushed education and training systems to explore new ways of teaching and learning. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role for adult learning in a COVID-19 affected world. Within and beyond the crisis, adult learning is key in ensuring people can obtain the (new) skills and competences required in a COVID-affected labour market and society. Adult learning is increasingly seen as a potentially important ‘tool’ in the response to the crisis. However, adult learning providers and educators face multiple challenges in continuing their learning offers, and especially teaching practical skills online can be difficult for both teachers and learners. The practical skills are essential to the labour market and the demands for more skills and competencies increase through digital age, new methods that can contribute to the development of the necessary skills of the 21st century such as developing technological skills, creativity, communication, etc are essential. Those skills need to be tough to trainers, educators, teachers since traditional teaching methods does not include them.DDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Adult educators and staff of education institution will be the direct beneficiaries of the project. Educators will learn through the online platform how to include the DDBSL method in their training methods. A pilot program will be test the application. After the test pilot phase a manual-handbook will be create for the adoption of the DDBSL method from any organisation in their own educational materialTo achieve the objectives of the project, the partnership will develop 3 IOs:IO1 The DDBS-Learning curriculum for vet providers (The aim of the curriculum is to define the framework for developing of the training content in the online training platfom under the IO3)IO2: HANBOOK for adult educators and “train the trainers”IO3: The DDBS-Learning online platform.Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 6 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator- GSI SLV2.Teaching methods and techniques- EMPHASYS3.DDBSL method -TIHC4.Digital tools of distance learning - INFODEF5.Cultural awareness - TIHC6.Designing online teaching and learning activities, courses, and assessment for practical skills using the DDBS method through live streaming examples)- DIMITRA<< Objectives >>With education institutions across the world having to close as part of broader measures to curb the spread of COVID-19, information and communication technologies (ICTs) have been used more than ever before, for keeping abreast of health information and staying in touch with friends and relatives, among other functions. Adult learning is key in ensuring people can obtain the practical – technical skills and competencies required in a COVID-affected labor market and society. Adult learning is key in ensuring social inclusion and, therefore, the employability of most vulnerable groups. The crisis, and its widespread impact on economies and societies globally, has also highlighted the prominent role of adult learning in a COVID-19 affected world. However, the education and learning system was not ready for the transition in distance learning in so little time because of the COVID-19, the adult learning providers and educators facing multiple challenges in continuing their education offers and adapting to the situationDDBS-Learning is a project that embraces the DDBSL method into the adult learning world. Demonstration based teaching combines all necessary characteristics for efficient adult skill learning. In this study we introduce a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.The project aims to enhance the digital and teaching skills and competencies with the DDBSL method of the adult learning providers, VET providers, and educators are required in the digital age and allow them to face the multiple challenges needed for a Covid affected society, continue their learning offers of practical skills with distance learning, and adapt to the new situation.ObjectivesIn this project, they will discover how to use the newest educational methods to create a learner-centered classroom and online classroom that's perfectly suited for adult learners.•First, they will be introduced to adult learners' unique needs and motivations and find out just what expectations they have. • Second will learn how to use the DDBSL method to deliver online training course with practical and technical topics.•Next, they will delve into a host of innovative teaching techniques like DDBSL that will turn their adult learners into active learners and set them up for success. •They learn how to design their materials effectively and their courses. They will also explore a wide range of assessments and how to grade them. Finally, they will learn how making your classroom accessible and enjoyable for students with disabilities•They learn the DDBSL method, a method for efficient and accountable Distant Demonstration Based Skill Learning (DDBSL). By arranging observation and feedback devices in a way to observe and reflect on the skills’ characteristics and information the DDBSL method allows for distant delivery of practical skills.Skills the educator will learn•Designing online training activities•Design online assessment•Supporting diverse learners online•Teaching online•Selecting learning technologies•Developing persuasive arguments•Design online courses<< Implementation >>1. Management and coordination includes all tasks related with the administrative management and coordination of the project and partnership. 2. Communication, dissemination and exploitation, includes all activities related with the communication of the project outside the partnership, multiplier events aiming dissemination and strategies for the exploitation of the IO and sustainability of the results after the end of the project3. Monitoring, evaluation and quality management will include activities aiming to follow the project development, achievement of goals and indicators, identification of constraints, obstacles and delays and implementation of corrective measures in order to ensure the success of the project. The partners focused on the development of innovation, from which will result Intellectual Outputs are:1.DDBS-Learning curriculum2.DDBS -Learing self-assessment tool and “train the trainers” 2. The online training platform the key output of the project, aiming to deliver a completely autonomous self-assessment, learning platform and contents to the final user 3. Finally, the Piloting will aim to experiment the training course and mobile app with the final users. Across these IOs PMI will be carried out related with: • Management and coordination of the project, including administrative, financial and reporting activities;• Development and implementation of the communication strategy and exploitation planning, including preparation of communication materials, dissemination of information, animation of social network pages, preparation of scientific papers;• Involvement of key stakeholders, including the creation of the LAG• Development of tools, implementation of monitoring and evaluating activities and preparation of reports to support decision making by the partnership;• Preparatory work for the pilot phase, including, preparation of privacy policies, involvement and follow up of participants, preparation and implementation of piloting evaluation;• Development of sustainability plan, including the exploitation and IPR agreements;• Administrative support to IO development;• Management of participants and stakeholder engagement• Management of translation process.<< Results >>Within the project 3 types of results are expected during the project implementation and on its completion:1) direct outputs of the project implementation will be:To achieve the objectives of the project, the partnership will develop 3 IOs:1.1 - IO1 The DDBS-Learning curriculum for vet providers (The aim of the syllabus is to define the framework for developing of the training content in the application under the IO3. )1.2 - IO2: The DDBS-Learning Handbook and Self-assessment tool1.3 - IO3: The DDBS-Learning online patform Each partner will be responsible involved in the creation of content Training digital materials, which will be divided into 5 thematic parts: Each part will be coordinated by another partner:1.Skills / characteristics of an adult educator2.Teaching methods and techniques3.Digital tools of distance learning 4.Cultural awareness 5.Designing online teaching and learning activities, courses, and assessment1.3. Multiplier events – each partner will carry out an information seminar where project, its aim and activities implemented in its region will be presented, at least 40 people and 80 people the lead parnter will bepresent (300 altogether)2) outcomes achieved through the implementation of the project:- Prepared basis for establishing online distance learning courses- Developed innovative educational materials with very relevant and actual topics, important for educators and VET teachers,- Better educational preparation for new educators and VET teachers in the distance learning- New knowledge gained from neighbouring regions and also from regionAll results (intellectual outputs, multiplier events and training activities) are described in bellow parts of the proposal

The ARIVE project addressed the todays need for increasing effectiveness and facilitating process of labour market integration of humanitarian migrants. This social group requires particular support at the beginning of integration to the society and labour market. They generally arrive with weak, if any attachment or link to the host country and have gained qualifications and work experience in very different labour market conditions. Generally, it takes long time (5-6 years) for integration of 50% of migrants in the area of EU countries. Long periods of inactivity also lead to demotivation and deskilling; deskilling in turns means that they could only accept low-skilled jobs, remaining trapped in a low socioeconomic cycle. Moreover, low-skilled refugees are even more negatively affected than other migrants are and they are left to find their own way in societies with high labour market threshold (European Council). The main activities within the project ARIVE are aimed to deal with all major causes that prevent refugees’ integration to boost levels of integration in communities. These issues include lack of recognition of knowledge, competence and skills, including previous studies; deskilling and social isolation; lack of working experience in the host country and peer networks at a suitable professional/ vocational level; language and understanding of the civic and social landscape.The general objective of the project was to develop quality learning opportunities in order to encourage low-qualified and low-skilled humanitarian migrants to assess and upskill their competences in order to enter the labour market at early stages. The primary target group in the project was professionals and educators working with counselling/education and employment of humanitarian migrants. They were involved directly in research, development and training activities.The secondary target group was humanitarian migrants, especially those with long distance to labour market due to low prior qualification and limited working experience. The elaborated deliverables were: O1: Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe” The methodology combines 3 main approaches for collecting information, combining quantitative and qualitative types of research:Desk research (statistics and regulations); Interviews with stakeholders (implementation from the perspective of professionals); Focus groups with humanitarian migrants (implementation from individual perspective); Existing national reports and analysisO2: Refugees Integration Assessment Toolkit: INTEGRASS.The “INTEGRASS” is a toolkit for assessing formal, non-formal and informal knowledge, competence and skills as well as the education level of the humanitarian migrants. The INTEGRASS was tested in the pilot activities.O3: Migrant Service Provider Curriculum Handbook with focus on upskilling and work-based laboratoriesThe Curriculum Handbook embraces 2 parts: 1. UNDERSTANDING THE NEEDS of low-qualified migrants for better service provision by Migrant Service Provider. 2. COUNSELLING AND TRAINING MATERIAL FOR LOW-QUALIFIED MIGRANTS as a first step in integration process. The Curriculum Handbook was tested in the pilot activities.O4: Toolkit for the Validation and Quality Assurance of the CurriculumThe Toolkit for the Validation and Quality Assurance of the Curriculum has been developed as a methodological support for implementation of IO2 and IO3 for trainining and counselling of low-qualified humanitarian migrants. This IO was the final step in the holistic approach for social/labour market integration of humanitarian migrants:1. Validation of formal and informal competences through INTEGRASS (IO2) 2. Training courses to empower the individual and cover learning gaps (IO3) 3. Development of individual action plan based on validation and training (IO4) O5: Guidelines for policy-makers and practitioners working with integration of low-qualified humanitarian migrants EU-wide guidelines has been developed with a set of recommendations and best practices focused on successful integration of low-qualified humanitarian migrants. About 160 participants took part in the interview, which allowed the partners to develop IO1 (Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe”), about 100 participants took part in training courses which allowed the partners to develop and finalize IO2, IO3, IO4. The project has contributed and will continue to promote the empowerment and active citizenship of adult learners in the long term impact. The benefits of humanitarian migrants who were an active part of the project during research, development and piloting of its intellectual outputs within the regional stakeholder networks are evident for the long-term impact.

e-STEP aims at upskilling and supporting vulnerable young adults (from disadvantaged backgrounds and with fewer opportunities) in the acquisition of key competences for their professional and personal life. The key competencies are becoming increasingly important due to not only the need of adequate professional and business skills and abilities and higher adult employability, but also because they expand opportunities for adults’ personal fulfilment, eventually leading to a more meaningful and happier life. Key competences are a significant factor to social and economic development and for the wealth creation so their development becomes an important challenge for themselves.There is a need for young adults to enhance their personal and professional skills and competences. Given the current instability in the labour market and the need to reduce the risk of social exclusion, this applies particularly to the low-skilled and the low-qualified. Moreover, expanding the adult education to those more vulnerable groups can create new possibilities for active inclusion and enhanced social participation.In this context, e-STEP project will design and test a training and coaching syllabus on key competences to low-skilled and vulnerable young adults, taking also advantage of the use of digital tools and learning. Key competences addressed will mainly include digital, communication and social skills, along with learning to learn, entrepreneurship and cultural awareness and expression, but with the particularity that the learning contents will be specifically chosen based on the final beneficiaries’ identified needs and educational shortages. In order to enhance their motivation, the final beneficiaries will play a key and a very active role since the project inception, participating in the identification of their own training needs and in the design of the learning syllabus they will be benefited from. The partner consortium, composed of 5 public and private institutions from 4 EU countries (France, Sweden, Greece and Spain) with expertise in adult education and direct access to final beneficiaries, will jointly develop:• A transnational identification report on the educational demands and challenges pointed out by the target group. To do so, partners will first conduct some interviews/questionnaires and encounters with representatives from the target groups. Using the insights from the questionnaires along with research work, each partner will elaborate an individual report on the target group’ educational challenges and demands. The transnational analysis will be the comparative analysis of the regional work, looking for common patterns. 100 young adults will be participating in this transnational diagnosis along with 20 experts and stakeholders. • The e-STEP transnational syllabus on key competences, including the necessary educational tools for training implementation, developed by the project partners, based on the insights from the transnational analysis. In order to maximize the transferability character of this final output, the programme will be available in English, French, Spanish, Swedish and Greek. This training programme will be composed of selected learning outcomes from the eight key competences based on the previous identification of learning needs phase. Once it is designed, the programme will be tested and evaluated twice at transnational level. Training courses will be delivered to at least 15 young vulnerable adults in the 4 project countries (60 beneficiaries in total).The programme will be therefore designed taking into account their final beneficiaries own identified needs, while related stakeholders will also play a crucial role in the support service design and in the project activities. An evaluation of the training is also planned in order to present a programme that fully replays to the identified necessities and target group’s demands and will make this output easily transferable to other territories.