Context/background:The improvements, developments and recommendations that have been done at European and national levels regarding quality assurance and the learning outcomes approach, still are in the need of improving transparency and comparability of qualifications to support coherent credit systems. Although, less attention has been given to the operational level where the action really takes place: The VET providers level. Objectives of the project:We want to improve our individual QMS by sharing best practices of all partners QMS in order to focus on the VET providers operational level and provide the needed support on a practical level.A second objective of this partnership is to support the implementation of the most adequate QMS elements as a basis to further integrate the learning outcomes (ECVET approach) as part of the quality assurance systems in a future project. We believe we need a common understanding of each others QMS to provide a sustainable partnership for development of joint ECVET units in the future. Number and profile of the participants:The partnership will consist of VET organisations representing a wide variety of European regions. All partners are focussed on improving their qualty in order to deliver the best possible education, but all using different approaches. Description of activities and methodology to be used in carrying out the project: During the project, partners will organize project weeks in order to show how its own quality approach works in practice. This methodology will allow partner's experts to discuss, analyze and evaluate best practices in detail integrated in the tool kit to be developed. Results and impact: The project will deliver the following results, with direct impact on the participating organizations: - One main Intellectual Output (IO) - the Quality Management Toolkit - made available for other organizations. - Different staffs with gained competences resulting from several training activities in the form of job shadowing to be handled during the Project Weeks. - A new partnership of VET providers focused on quality that are willing to develop new and innovative projects that could contribute for the increase in quality performance of European VET providers and VET systems. Potential longer term benefits: The outcomes of this project together with the dissemination activities will stimulate other parties to work on their quality assurance systems, contributing to aware others to this important issue. Hopefully, this will be achieved, as all partners work very close to the district/regional/national bodies responsible for the quality assurance in VET to make the results available to other providers.

ContextTourism is a vital economic sector for many rural communities, particularly those located in regions of high natural value. The growth of tourism worldwide has in many instances led to the revitalisation of rural areas struggling with youth outmigration and decreasing job opportunities in traditional sectors. Adventure tourism has grown very rapidly worldwide in recent decades, leading to the establishment of new companies and new professional careers which are open both to young people and adults. All partner countries having thriving tourism sectors in their respective regions, as well as educational, innovation and research institutions dedicated to serving their regional communities. However, tourism operates in a very dynamic environment, with ever greater demands on the tourism SMEs; to stay competitive and to professionalise the ‘product’, however, the sector is widely acknowledged as needing to improve its skill base. ObjectiveThe main objective of ADVENT (Adventure Tourism Vocational Education and Training) is to strengthen SMEs ability to meet such challenges through increased accessibility of educational and training programs. To do this, collaborative forums was created on a cross-sectoral level, with participation of both educational institutes, researchers and representatives of tourism SMEs. These forums did identify the educational needs of SMEs and designed and developed courses appropriate to meet these needs. The Project ConsortiumADVENT involved three consortia, with eight partners, in Iceland, Finland and Scotland. The project was led by FAS, an upper secondary school in Iceland, working with the University of Iceland’s Hornafjordur Regional Research Centre and the local destination management organisation (DMO), Visit Vatnajökull.In Finland, the Department of Tourism and Sports at Kajaani University of Applied Sciences worked with the vocational school Kainuun ammattiopisto and Naturpolis, the regional business center in Kuasamo.The lead Scottish partner was West Highland College. A partner college of the University of the Highlands and Islands, it comprises two complementary departments: the School of Adventure Studies and the Centre for Recreation and Tourism Research (CRTR). It worked with the Lochaber Chamber of Commerce, the local DMO which brands the region as the Outdoor Capital of UK. The project´s main target group were adult adventure tourism practitioners, both entrepreneurs and employees, but young students will also benefit from the educational initiatives that were undertaken. Project ActivitiesThe project´s main activities involved the development and subsequent piloting of nine innovative study modules, three in each partner country. These was all monitored and evaluated and then validated or accredited, as appropriate, by the educational institutes involved. The participants in these study modules was all drawn from SMEs through the national forums in partner countries and thus over time lay the foundation for the creation of a community of practice. Close to 60 individuals participated directly in the module piloting activities. MethodologyThe project´s methodology is based on ‘androgogy’ and placed particular emphasis on self-directed and experiential learning. The main results of the project were the new courses, developed in close cooperation with adventure tourism SMEs. These are a part of restructured programs at the educational institutes, targeting adult practitioners. Some of the study modules also involve training experienced practitioners to become instructors, both on a peer-to-peer level and for young students. Project ImpactThe impact of the project was mainly felt at the local or regional level, in terms of up-skilled local SMEs and young students. In some of the schools the modules are a part of a curricula now, and are also offered as a free standing learning offers. A collaboration between the educational and business sectors was established and it has also lead to greater interest and motivation among young people regarding further education in adventure tourism, and also regarding seeking jobs in the sector. The transnational aspect of the project was highly important to its success. The LegacyThe long-term sustainability of the project´s results is ensured by incorporating the developed study modules into existing educational programs and also by restructuring the programs so they can be more responsive to the educational needs of adventure tourism SMEs. The project did furthermore lay the foundation for continued transnational cooperation between the partner countries, e.g. through new possibilities for student and staff mobility. Finally, the long-term benefits of the project involves the creation of forums where different sectors meet and collaborate on tasks that are vital to the sustainability of their local/regional communities, such as enhanced vocational education and training.

Ensemble project was implemented 2018 – 221 by five VET education providers and one working-life partner from three member states, Finland, Estonia, and UK. The partners were Kainuun ammattiopisto and Keski-Pohjanmaan Konservatorio from Finland, North West Regional College from Northern Ireland, Georg Otsa nim. Tallinna Muusikakool from Estonia and Glasgow Kelvin College and Connect-IN Enterprises from Scotland. The target group was secondary level students and staff in vocational education in the fields of music performance (classical, pop, jazz, and folk music) and music technology.The music industry is an international business. That is why students in the partner countries have to be prepared for work in the international labour market. The project aims were to enhance students’ entrepreneurial and employability skills and facilitate appropriate individual/group business startup. The overall objectives of any Erasmus project are twofold, the work carried out through the LTT activity, and the personal development afforded to the individual participant.This project, too, showed that music is an international field where learning and competence are not tied to a place or a country. Participants' personal skills increased both professionally and in terms of other skills, such as language skills. Participants’ teamwork skills increased during the project. During both face-to-face and virtual courses, students worked in multicultural teams. They produced new music together.The purpose was to plan a joint start-up company in the partner countries. A common idea was being prepared, but because of Brexit, it was first put on hold and then abandoned altogether.The Ensemble project had a number of results:- a model how to create music in international environment as a blended mobility - a model how to create music in an international environment totally virtually. This was an added value that we got because of the pandemic. We were forced to change one the LTTs to be a virtual one and it succeeded well. - three face-to-face LTTs- one virtual LTT- 12 new musical groups, 2 live events, 5 studio sessions, 10 new written songs.- Altogether 40 granted students participated in the LTT activities. That number does include the students at the hosting schools. - Altogether 9 different granted teachers participated in the LTT activities. That number does include the teachers at the hosting schools.Our network of music education VET providers was able to implement the project almost according to the original objectives in spite of the major problems, Brexit and the pandemic.Both Brexit and COVID had substantial impacts.COVID has meant the latest LTT was completed online; whilst the aim to produce collaborative output has been achieved, the lack of physical mobilities will undoubtedly have reduced exposure to the rand of partner cultures and ways of working.The Brexit element is more subtle. Generally, as projects enter their final stages, the partner groups discuss possible next steps: Brexit has meant a necessarily fragmented end.

<< Background >>Due to the ongoing DIGITAL TRANSFORMATION of the last decade and the associated changes in the professional world, the need for qualification in adult education has increased immensely. Particularly low-skilled people are disproportionately often employed in jobs that could be substituted by technologies or that are affected by changes in the job profile. For example, the World Economic Forum predicts an enormous need for adult skills training at the 2020 meeting in Davos. For Europe, it is predicted that almost every second adult will need further training within the next 5 years. Low-skilled people in particular are therefore disproportionately affected by the threat of job losses due to technological substitution or changes in job profiles and need ACCESS TO TRAINING to remain competitive in the labour market. Increasingly, training offers are being switched to distance or blended learning, a trend that has intensified in the wake of the COVID pandemic. However, it is precisely these learning opportunities that are often difficult to access for low-skilled people because they LACK VARIOUS BASIC SKILLS to be able to use these learning opportunities. The GAP between low-skilled and higher-skilled people is WIDENING, with immense consequences for the labour market and social cohesion. Therefore, it would be of great importance to integrate low-skilled learners into these new forms of learning. However, the problem is that there is a prejudice that blended learning is not suitable for low-skilled learners and, in addition, these learners very often lack the digital and cognitive skills they would need to participate in blended learning programmes.In order to close this educational gap, it is therefore important to break down this prejudice and support low-skilled learners in developing basic digital and cognitive skills, thus facilitating their access to different educational programmes - especially blended learning settings.<< Objectives >>The OVERALL GOAL of the Access2Learn project is to contribute to the INCLUSION of disadvantaged learners in all fields of education, especially in blended learning programmes. This is crucial to sustainably support low-skilled people to find a job or to keep their job even if their job profile changes.SPECIFIC OBJECTIVES of this project are:1) to draw attention to and counter the prejudice that low-qualified adult learners could not participate in blended learning programmes2) to raise awareness of the importance of developing cognitive competences for the participation at blended learning programmes3) to promote positive attitudes towards blended learning concepts 4) to support adult learners with developing the required digital and cognitive competences for blended learning5) to motivate low-skilled learners to participate at further education programmes 6) to support trainers in training low-qualified learners in blended learning settings 7) to provide trainers with different exercises and tips they can use when preparing their learners for blended learning<< Implementation >>ACTIVITIES AND METHODOLOGY:To create materials tailored to the target groups of low-qualified learners and educators who are training this group in blended learning settings, it is crucial to involve them in all activities of the project.In PR1 we will conduct FOCUS GROUPS and INDIVIDUAL INTERVIEWS to develop recommendations for action for decision-makers and to break down the prejudice that low-skilled learners are not suitable for blended learning. In addition, we will compile TWO QUESTIONNAIRES for adult educators and low-qualified learners to determine the competences that are needed for participating in blended learning programmes. The outputs of PR1 will be a POLICY PAPER as well as a COMPETENCE CATALOGUE which serve as basis for PR2 and PR3.In PR2 we will develop LEARNING MATERIALS and EXPLANATORY VIDEOS for low-qualified learners to support them in enhancing their digital and cognitive competences.In PR3 TRAINING MATERIALS for adult educators are developed. To assess the learners’ competences, we will develop an ASSESSMENT TOOL and additionally we support trainers in choosing appropriate learning materials for each learner by ILLUSTRATING A PROCESS for different situations. Furthermore, we compile a SEMINAR DESIGN for training low-qualified learners (on-the-job and in job-orientation) and we create a PODCAST to raise awareness for the importance of the inclusion of low-skilled people. To round it all off, we develop a HANDBOOK and GUIDANCE for trainers.NATIONAL WORKSHOPS:Within PR3 each partner organisation will organise a national workshop for adult educators who are training low-qualified adult learners in blended learning settings. Within this workshop they use the developed materials in their everyday training and proof their practicality. The feedback of this workshop is an essential part for our project.MULTIPLIER EVENTS:Each partner organization will organise a Multiplier Event with the involvement of key stakeholders to disseminate the results of this project as widely as possible.<< Results >>In this project we will realise the following three results:(1) Creation of a POLICY PAPER and a COMPETENCE CATALOGUE: In this Project Result we compile a policy paper that highlights the disadvantage of low-skilled adults in relation to blended learning and provides recommendations for decision makers to facilitate the inclusion of this group of learners in new forms of learning. In addition, we create a competence catalogue that explains the competences learners need for blended learning.(2) Development of LEARNING MATERIALS for low-qualified adult learners:Learning materials and explanatory videos for low-qualified adult learners are developed to support them in developing basic digital and cognitive competences they need for participating at blended learning programmes. The materials and videos can be used by adult educators in their trainings as well as HR managers or organisations who want to further educate their employees.(3) Development of TRAINING MATERIALS and AWARENESS BUILDING for adult educators: We develop materials and tools trainers can use when training low-qualified adults in blended learning settings. These include: an assessment tool to assess the competences of the learners and the illustration of individual learning processes in relation to the assessment tool, a seminar design in blended learning format for training on-the-job as well as for job orientation, podcast episodes for awareness building and with tipps for training low-qualified learners and a handbook with information about the interrelations of the different outputs to ensure an efficient use of all results.The Access2Learn project will have the following impacts and long-term benefits on all geographical levels:- low-qualified learners get access to and are prepared for blended learning programmes- adult learners become more motivated to participate at further educational programmes- adult educators know how they can prepare their low-qualified learners for blended learning- awareness for the importance of the development of learning competences on the part of the learners before conducting blended learning coursesThe OPEN SOURCE ACCESS to all project results will be guaranteed for at least 5 years after project end. Our aimed impact is to initiate a broad debate on the importance of the inclusion of disadvantaged learners in new formats of learning and to support as many low-qualified learners as possible in developing the required competences for successfully participating in blended learning programmes.

Context and background:Developing international activities in VET requires new initiatives to global mobility. Bridge the Ocean (BTO) project meets these needs. The mobility between European and Canadian VET colleges is still very rare. We want to prepare our students for global labour market. We look forward to future Erasmus programme 2021-2027 and develop our services accordingly, since there is a growing interest among students for mobility overseas. Besides, the New International Education Strategy launched in Canada in 2019 promotes international collaboration. Developing internationalisation strategy is one of the Finnish national priorities in 2020. The project meets priority by developing the structures and practises of mobility and by establishing a network to support the internationalisation of VET. Besides, we will build the partnership with partner countries, i.e. Canada. The activities include validation and recognition of learning outcomes as well as encouraging students with special needs to participate. Objectives: - to understand the global perspective in VET- to strengthen the international aspect in the strategy of partner organisations- to create a structure for reciprocal mobility and further cooperation between European and Canadian VET colleges - to build a network of VET colleges to support the international collaboration- to promote the validation and recognition of nonformal and informal learning- to create study modules in three professional sectors: Hospitality, Construction and Entrepreneurship- to prepare a toolkit with practical information to help other VET providers to start overseas mobilityParticipants:Teachers and other staff members of the participating VET colleges from Finland, The Netherlands, Denmark and Canada. Students will participate in the LTT-activities. The management of the VET colleges. Managers play an important role in supporting the strategy and providing resources for collaboration. As a secondary target group, we intend to reach other VET providers and future students by dissemination activities. Description of activities and the methodology used: We will organize five transnational meetings to monitor and evaluate the progress, to work on the products and to ensure dissemination and sustainability of the results. Besides, we will organize three multiplier events as dissemination workshops.LTT-activities play an important role in the project, since we aim to pilot the study modules during LTT-activities in Finland and in Denmark. Our products i.e. intellectual outputs are1.Model for international collaboration as a part of strategies of VET providers2. Hospitality in International working environment study module in Finland3.Green construction study module in Denmark4.Entrepreneurship study module in Canada5.Canada-Europe VET mobility -toolkit including practical advice to carry out overseas mobilityWe will have a hands-on approach in the BTO. The model and toolkit are based on the previous experiences of participating organisations as well as small surveys on the background information. The modules will be designed together with the partners and after piloting and feedback from the students, they will be developed further. The expected impact and long-term benefits:Bridge the Ocean will have an impact on the individual participants through developed professional skills especially in global context. The participating organisations can incorporate the global aspect to the strategies of the organisation. In addition, they will get more skilled and competent staff in the field of internationalisation. There will be more visibility for global issues in internationalisation of VET. For Canadian community colleges the project will have an impact as promoting mobility with European VET providers. We expect that we can reach a wide group of VET colleges through our networks and our dissemination activities. In VET colleges the topic is quite new, and we believe that our project will have a positive impact by sharing the best practises of overseas collaboration and preparing VET colleges for a new Erasmus programme. We will provide a practical toolkit for VET providers to enhance the collaboration. The products will be available for wider use after the project.