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In the years 2008 and 2017, the European parliament and the council published respective updated the European Qualification Framework (EQF) for Lifelong Learning to increase transparency and comparability of qualifications and the mobility of workers. Since then no or only very few advantages induced by QF have been published. One of the main reasons is the inherent broadness and openness of the descriptors of the levels. A promising approach to overcome this dilemma could be Sector Qualification Frameworks (SQF); ICSAS and DIA-CVET projects developed, implemented and evaluated a SQF level 2 to 7 for the sector of industrial shoe production.

Context: There aredifferent practices and experiences of work-based learning (WBL) and training of trainers (ToT) in themember states of the EU.Moreover, workis changing; new skills are demanded and havetobe acquired relatedtothe application of Industry4.0 technologies (AI, cyber-physical-systems, VR, Big Data etc.). Themain aimof the Erasmus+ Project “STEP -UP Supporting Tutors Educational Profile” is improving continuing professional development of in-company trainers and tutors engaged in WBL practices in this changing workenvironment. Approach: In first part of the study (IO1) comparison of the relevant aspects of the VET systems of the countries Spain, Germany, Italy and Lithuania. Analysis of the strength, weaknesses, opportunities and threats (SWOT) of the existing institutionalmechanisms and apparent good practices in WBL andmethodological approaches for supporting on support of WBL tutors and trainers working indigitalized workprocesses competence development in the involved countries. The roles of trainers and their competence requirements were researched by applying content analysis of thedifferent competence profiles and occupational standards. Findings: The studyrevealed: In all four countries work-based learning (WBL) is seen as a promising approach of closing the gap between school-based VET-programmes and labourmarket needs. However, 3 in 4 countries are still developing their approaches on WBL in formof an established dual system. There aredifferences regarding the involvement of stakeholders, funding schemes and quality standards. Conclusion: Themain structure of WBL was identified. Establishing a sustainable dual system, anchored quality standards, legislation and funding are still goalstoachieve. Regarding the role of teachers and trainers the study points out that there is still the need of enhancing technical and pedagogical competences as well as innovative approaches for the training of trainers and tutors. This will be subject of part two of the study: developingToTmodules enhancing teachers and trainers’ competences in the field of pedagogy anddigitalization.&nbsp

The research and development project PRO-VET (Professional Development of Vocation Education Teachers with European Practices) works within the context of a lack of teaching competences in Vocational Education and Training (VET) in Russia and Serbia. It approaches the challenges via a comparative study on practices in VET-teacher education in chosen European countries and applies the method of mutual learning from apparent good practice. Main findings reveal that standard educational programmes for VET teachers are, to a certain extent, quite comparable within the four participating European Union (EU) countries (the Netherlands, Germany, Finland and Ireland): VET-teachers need a university degree that includes both the subject(s) and pedagogy. In the Netherlands, Ireland and Finland a bachelor is in some cases sufficient; in Germany a master is mandatory. Findings from Russia and Serbia differ partially: Whilst in Russia many VET-teachers only studied the subject (e.g. a Bachelor of engineering), full VET teachers in Serbia often hold a PhD. However, similarities predominate: In both countries most VET-teachers had no or only few pedagogical courses and the co-operation with the “world of work” in the form of work-based learning (WBL) is weak. The main conclusion can be summarised as follows: Preconditions, needs and interests differ, thus no “silver bullet” in terms of developing a single unit or standardised study programme to improve VET-teacher education is to be aspired.

Wie in anderen Bildungsgängen auch, spielt die Person des Lehrenden in der Beruflichen Bildung eine entscheidende Rolle für erfolgreiche Lernprozesse. Dieses gilt zweifelsohne für sämtliche potentielle Lernorte: Die Berufsschule, den Betrieb und überbetriebliche Lehrwerkstätten. Nicht nur die Lernorte sind variabel, auch die Lehrpersonen: Berufsschullehrer, Ausbilder (Trainer) und ausbildende Fachkräfte (Mentoren) unterstützen die Kompetenzentwicklung der Auszubildenden. Doch wie ist die Berufliche Bildung in verschiedenen europäischen Ländern (Deutschland, Italien, Litauen, Spanien) organisiert und wie werden die Lernorte genutzt? Berufliche Bildung zeichnet sich besonders durch das Lernen im Prozess der Arbeit aus. Wer lehrt in den teilnehmenden Ländern im Betrieb bzw. in überbetrieblichen Lehrwerkstätten? Und wie werden diese Personen ausgewählt und qualifiziert? Der vorliegende Forschungsbericht beantwortet diese Fragen für die vier genannten Länder und weist mittels nationaler SWOT (Stärken, Schwächen, Chancen, Risiken) Analysen auf Entwicklungsbedarfe hin. 73

Potentials of Curricula-driven Work-based Learning Schemes within School-based VET Systems of Romania and Portugal

Potentiale von curricular gesteuertem Lernen im Prozess der Arbeit in den schulbasierten Berufsbildungssystemen in Portugal und Rumänien

Potenciais de Esquemas de Aprendizagem com Base no Trabalho orientados por Currículos inseridos em Sistemas de Educação/Formação Profissionalna Roménia e em Portugal

Potențiale ale programelor de învățare bazate pe practică în cadrul sistemelor VET din România și Portugalia

El potencial de los sistemas de aprendizaje en el trabajo basados en planes de estudios dentro de los sistemas de FP impartida en centros educativos de Rumanía y Portugal

In the year 2008, EuropeanUnionauthorities published the European Qualification Framework (EQF)for lifelong learning(cp. EU 2008)to increase transparency of qualifications,mobility of workersand image of VETand requested the member states to develop National Qualification Frameworks (NQFs), level the national respective regional qualifications of all sectors, and refer the NQFs to the EQF. Since then no oronlyvery small advantages induced by NQFs were published.One of the main reasons is the inherent broadness respective openness of the descriptorsof the levels. A promising approach to overcome this dilemma are Sector Qualification Frameworks(SQF); ICSAS project developed, implemented and evaluated a SQF for the sector of industrial shoe production.Findings can be summarised as follows: SQFs are a step towards transparency and recognition of qualifications – but no silver bullet.&nbsp

There are different practices and experiences of VET teachersand trainerstraining in the EU.Diverging trends concerning the training and competence development of VET teachersandtrainers inGermany,ItalyandLithuania, lead toERASMUS+Project“TEACH-VET”. This paper points out the findings ofourcomparative analysisbetween the above indicated countries regarding training and competence development of VET teachers and trainers.Itpresentsto what extendregulatory frameworks, public bodies and other stakeholders take a leading rolein that matter:outlining the main similarities and differences between the countries,identifying tasks and competencesneeded,leading toacompetence profile,whichwasfoundation forthedevelopment of anonline toolin 4 languages (German, English, Lithuanian and Italian) where VET teachers / trainers can assess theirteaching competences.

Current changes in vocational education and training, such as responding to the technological and organizational development (the advent of the 4th industrial revolution), internationalization, integration of VET in lifelong learning processes, create the need for better development of the teaching competence of VET teachers. There are different practices and experiences of VET teachers training in the EU countries, which creates the space for effective policy learning in this field. Comparability of the teaching competence of the VET teachers is important from the point of view of internationalization of initial VET and international mobility of VET students and teachers in implementing ECTS measures in teacher education. However, there is still a lack of modern practical instruments in monitoring, assessment, guidance and comparability of the teaching competence of VET teachers and trainers. The goal of this comparative study is to disclose the common and diverging trends in the development of teaching competences of VET teachers and trainers in Germany, Italy and Lithuania. Having in mind the complexity of this task and its relevance for the VET systems in many countries, as well as the variety of the policies, approaches and practices of development and assessment of teaching competence of VET teachers in the EU countries, this undertaking requires strong international partnership. This research report points out the findings of a comparative analysis in chosen EU countries (Germany, Lithuania, Italy), about the main similarities and differences regarding the training (and hence competence development) of VET teachers and trainers, and which regulatory frameworks, public bodies and other stakeholders take a leading role in this procedures in the above-indicated countries.

The TEEDE ERASMUS+ project (Towards Excellence in Engineering Curricula for Dual Education) aims to develop dual programs in higher institutions. So far, 12 BSc, 7 MSc and 1 PhD programs of all branches of engineering are under development, developed (but waiting for the official approval) or running in China, Cambodia, India and Russia. The first task was to perform regional needs analyses involving all stakeholders (i.e., university, companies, HE regulators…). During implementation practical aspects had to be considered (e.g., offered as a parallel track to a school-based scheme or not, development of a new program or modifying of an existing…). All programs define the learning outcomes in accordance with their national framework with compliance of the European Qualification Framework and the European Standards and Guidelines for Quality Assurance. Bologna principles, like the competence and student-centred approach or European Credit Transfer System (ECTS) are also followed. Research focusses on supporting and hindering factors for the development of Higher Apprenticeships (HA) via policy learning.

Dual Vocational Education and Training (VET) or apprenticeship schemes as a promising approach to overcome economic crisis in south Europe and to adapt the handling of new technologies when these reach the “world of work” (and not yet VET-schools) is since years high on the agenda of European and national policies. Consequently a manifoldness of approaches and projects have been started to support Work-Based Learning (WBL) in all of its forms, for a comprehensive overview see for example WBL-toolkit (2018). However, being honest, most of these measures are rather far away from “real” apprenticeship schemes; most approaches are internships, learning projects, simulations, etc. In our current ERASMUS+ project “Integrating Companies in a Sustainable Apprenticeship System” (ICSAS 2017), we are focusing on the sector of industrial shoe production and are working on the question, whether an approach, being close to apprenticeship scheme in Germany, is of benefit within and for school-based VET-systems of Portugal (PT), Romania (RO), and Spain (ES).&nbsp

The goal of this comparative study is to reveal common and diverging trends in the development of teaching competences of VET teachers and trainers in Germany, Italy and Lithuania as part of the Erasmus+ project TEACHVET. The study focuses on the following research questions: 1. To what extent and how are issues of VET teachers and trainers training and competence development regulated by national laws and legal acts? 2. What are the responsibilities of different stakeholders in the design of VET teachers and trainers training curricula, organization of training, assessment of acquired competences and qualifications? 3. What are the instruments and mechanisms of the legal regulation of the competences and qualifications of VET teachers and trainers? 4. What are the main similarities and differences of the competences of VET teachers and trainers in the countries indicated above? Applied research methods include comparative content analysis as well as qualitative research methods as interviews.

Dual Vocational Education and Training (VET) or apprenticeship schemes as a promising approach to overcome economic crisis in south Europe and to accelerate economic speed-up of former socialist states in East Europe are since years high on the agenda of European and national policies. Consequently, a manifoldness of approaches and projects have been started to support Work-Based Learning (WBL) in all of its forms, for a comprehensive overview see for example WBL-toolkit (2018). But when having a closer look at the forms or measures it has to be stated that many of them are rather far away from “real” apprenticeship schemes; most approaches are internships, learning projects, simulations, etc. In our current ERASMUS+ project “Integrating Companies in a Sustainable Apprenticeship System” (ICSAS, 2017) we are working on the question, whether an approach, being close to apprenticeship scheme in Germany, is of benefit within and for VET-systems of Portugal (PT) and Romania (RO).

Widening access to labour markets through developing and promoting new or innovative programmes, aimed at reducing traditional gaps between blue collar and white collar respectively.V ocational Education and Training (VET) and Higher Education (HE) has been high on the agenda of policy makers, especially at the European level for years. But how sound are these melodic rhythms written in Brussels or elsewhere when played with the old instruments of national legislations, traditions, funding shortages, and claims between different stakeholders? Our project LETAE (Reinforce the Labour Efficiency of Tertiary Adult Education at universities) focuses on the interface between universities and the "world of work": Subjects of inquiry are programmes for adult learners (who should have finished a first (either VET or HE) qualification), which combine learning at universities and at the workplace. This research report reveals the main findings of a comparative analysis of strategies of Tertiary Lifelong Learning (TLL), educational systems, funding, etc. of such programmes in the 6 participating countries (DE, UK, ES, CZ, TK, and FI). Additionally 3 case studies per country were selected and are sketched out in the report; so findings might not be classified as "representative", but as "indicative"; especially since the distribution of cases in our developed typologies draw a quite clear (and sad) picture. Bremen 64