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K2 items
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- ECVET
  - Agricultural Alliance for Competence and Skills based Training
- Entrepreneurial skills
- Inclusive Education
  - PARTICIPATE: Participatory Model to Designing Learning Outcomes
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
  - Open call for LISTEN award 2018 | promoting intercultural storytelling with refugees and migrants
  - Open invitation: Employment Perspectives for Migrants and Refugees
- Miscellaneous topics
- Open educational resources (OER)
  - Corporate Volunteering: The prototype of the CVPLUS Platform is now available
  - Industrial Cybersecurity
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Serious Games
- Social Innovation
- Technology enhanced and web-based learning
- Transitions and pathways
- Uncategorised
- Validation of Informal Learning
- Working on lifelong learning projects
  - Using WIKIs for project management
  - When you wish you could go back to college

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Member Posts
- Building communities of practice
- Creativity and Innovation
- Developing basic skills and key competences
- ECVET
  - Agricultural Alliance for Competence and Skills based Training
- Entrepreneurial skills
- Inclusive Education
  - PARTICIPATE: Participatory Model to Designing Learning Outcomes
- Intergenerational, senior & family learning
- Learning Cities and Regions, Community Learning
- Migration & ethnic diversity
  - Open call for LISTEN award 2018 | promoting intercultural storytelling with refugees and migrants
  - Open invitation: Employment Perspectives for Migrants and Refugees
- Miscellaneous topics
- Open educational resources (OER)
  - Corporate Volunteering: The prototype of the CVPLUS Platform is now available
  - Industrial Cybersecurity
- Promoting social & economic cohesion through adult education
- Quality in Vocational Training & Education
- Serious Games
- Social Innovation
- Technology enhanced and web-based learning
- Transitions and pathways
- Uncategorised
- Validation of Informal Learning
- Working on lifelong learning projects
  - Using WIKIs for project management
  - When you wish you could go back to college

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Events
- European event
  - #Uptake_ICT2life-cycle Workshop
- International event
- European event
- International event
  - 50th eucen Conference
- European event
- Local event
  - Belfast Festival of Learning
- International event
  - Conference OER16: Open Culture
  - Conference on learning outside the Formal educational system and in alternating between formal, informal and non-formal learning
- European event
  - Connect Project - 2nd Partner Meeting in Valencia, Spain
- International event
- European event
- International event
  - DQSkills project training prototype ready for testing
  - E-METHODOLOGY
- European event
- International event
- European event
  - Enter.Mode Workshop at LMU, Munich, Germany
  - ERASMUS Conference & Exhibition
- International event
  - eucen 48th Annual Conference - Dublin 01-03 June 2016
- European event
- National event
  - Kickoff meeting of KA2 strategic partnerships selected in 2018
- European event
  - Lifelong Learning - AGORA
  - Lifelong Learning Week
- Local event
  - Limerick Lifelong Learning Festival 2015
  - Limerick Lifelong Learning Festival 2016
- European event
- International event
- European event
- Local event
  - The 12th Cork Lifelong Learning Festival
- European event
  - The European Conference on Technology Enhanced Learning (EC-TEL)
- International event
  - Third International Conference on Learning Cities
- European event
- International event
  - World Learning Summit

Documents
- Communities of Practice
- CONNECT - Building Urban Ecosystems for Lifelong Learning
- Creativity and innovation
- Developing skills and transversal key competences, bridging the world of work
- E-Learning
- Education transitions, school to work transitions, life transitions and pathways
  - Storytelling and personas as a way of understanding educational transitions
- Entrepreneurial Skills
- Learning Region | Learning City
- Lifelong Learning - General Themes and Topics
- Lifelong learning policies
- Migration & ethnic diversity
- Project development, implementation and evaluation
  - Evaluate Europe - A Project Manager's Guide to Evaluation
  - Handbook for Dissemination, Exploitation and Sustainability of Educational Projects
- Promoting social and economic cohesion through advanced adult education opportunities
- Quality Assurance in Education & Training
- RIDE Practice Resources
- Second Chance Education
- Senior and intergenerational learning
- Serious Games
- Validation of Informal Learning

Glossary Categories
- Lifelong Learning
- Second chance education

User Profile

Videos
- Community of Practice
  - (Virtual) Communities of practice for lifelong learning – Approaches, success stories and challenges
  - 10 Social Psychology Hacks To Drive Higher Levels Of Participation In Your Community
- Entrepreneurial Education
  - 19_01_2018 eMadrid Seminar on Entrepreneurship training based on competences
- Developing basic skills and transversal competences
  - Amy Cuddy: Your body language shapes who you are
- Quality in Vocational Education & Training
  - An interview with Nikitas Patiniotis
- Lifelong Learning Thematic Areas
  - ASEM FORUM ON LIFELONG LEARNING 2015 BALI 9 12 MARCH 2015
- Entrepreneurial Education
  - Becoming an Entrepreneur | MITx on edX
- Lifelong Learning Thematic Areas
  - Bertelsmannstiftung "Lifelong Learning"
- Developing basic skills and transversal competences
  - Chris Anderson: How YouTube is driving innovation
- General
  - Common Craft - Libraries in the Internet Age
- Technology Enhanced Learning & Virtual Mobility
  - Concepts of adult education
- Serious Games
  - dygsuponty promo
- Lifelong Learning Thematic Areas
  - Educatia ca un elefant roz: Magda Balica at TEDxCaleaVictorieiED
  - EmployID overview
- General
  - Entrepreneurial Skills & Mindset in a Post-COVID-19 World - Professor Andrew Burke & Jonathan Ruane
- Entrepreneurial Education
- Quality in Vocational Education & Training
  - EQAVET Seminar
- Project development
- General
  - European Social Innovation Competition 2015 Trailer HD
- Lifelong Learning Thematic Areas
  - GINCO - information film of the Grundtvig International Network of Course Organisers
- Validation of Informal Learning
  - GINCO - Validation of Learning Outcomes
- General
  - Global Citizenship Education
- Community of Practice
  - How I became a storyteller | Alex Glod | TEDxUniversityofPiraeus
- Promoting social and economic cohesion through improved adult education opportunities
  - I4M Website Launch Event
- Validation of Informal Learning
  - Ian Bogost on Serious Games (full)
  - ICOVET (English)
- Transparency of qualifications
  - Interview with Jens Bjornavold, senior expert, Cedefop
- Promoting social and economic cohesion through improved adult education opportunities
  - Introduction to the Method ECEtt / Introduction à la Méthode ECEtt / MECETT
- Serious Games
- Community of Practice
  - Learning in Communities of Practice
- General
  - Me at the zoo
- Community of Practice
  - Noin Bullet - I Never
- Quality in Vocational Education & Training
- Promoting social and economic cohesion through improved adult education opportunities
  - R3L+ at Employment Week 2011 - Leena Vainio, Erik Wallin and Palmira Juceviciene talk about learning cities and regions
- Open educational resources
  - Sensory Labyrinth Theatre. Sense and Sensibility, Kazimierz Dolny, 2017
- Community of Practice
  - Short view on my CoP experience to support lifelong learning
  - Social learning - a framework
- General
  - The European Refugee Crisis and Syria Explained
- Promoting social and economic cohesion through improved adult education opportunities
  - THEMP Project : Presentation of Mike Osborne. Barcelona, 14th November 2013
- Validation of Informal Learning
  - Validation of Informal Learning
- Lifelong Learning Thematic Areas
  - VET in Italy
- Lifelong Learning Policies
  - Victor Negrescu responds to a question from Marina on digital sector
- Community of Practice
  - Virtual Community of Practice ITEN
- Open educational resources
  - VMCOLAB "Open Educational Resources"
  - VMCOLAB "Open Educational Resources"
- Lifelong Learning Policies
  - What does 'theory' explain about the European Union's lifelong learning policies?
- Community of Practice
  - What is a Community of Practice?
  - What is a Community of Practice?
- Entrepreneurial Education
  - What is Entrepreneurship

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  - "Refugees can face many barriers to accessing higher education, including a lack of information, advice and individual guidance sensitive to their specific needs, inadequate provision of intensive language courses for academic purposes, and restricted access to government student finance schemes. This section provides examples of current projects and initiatives that respond to these and other kinds of barriers by offering support to widen and facilitate refugee access to higher education in the following four areas:"https://www.resettlement.eu/page/supporting-refugees-access-higher-education
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  - 3 communities of practice presented: Scientix by European Schoolnet, Educ@l by the German Cooperation Agency GIZ and DISCUSS. Watch the webinar https://connect.sunet.se/p29vu2belz7/
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  - Added Grundtvig initiative 'LearnAct' to our project section:
    
    LEARNACT utilised community gardens as a vehicle to create lifelong learning opportunities which are open to all citizens and to contribute towards sustainable development in Europe. Community gardens offer a unique opportunity to create, shape and use urban spaces as learning environments for non-formal and/or informal adult education activities with citizens with different socio-cultural backgrounds.
  - Added Grundtvig initiative 'LearnAct' to our project section:
    
    LEARNACT utilises community gardens as a vehicle to create lifelong learning opportunities which are open to all citizens and to contribute towards sustainable development in Europe. Community gardens offer a unique opportunity to create, shape and use urban spaces as learning environments for non-formal and/or informal adult education activities with citizens with different socio-cultural backgrounds.
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  - Added Q-Kult project to project section:Quality Management (QM) systems have been introduced in vocational schools in various European countries over the past ten years and it has become clear that individual schools have had varying degrees of success in implementing their QM systems in full and in an appropriate manner, i.e in accordance with the underlying QM principles, in gaining acceptance from those involved and in achieving the desired impact.Various stakeholders working on the development of the QM systems (such as education administrators, evaluators, school development advisers) have come independently to the same conclusion, namely that this situation may result from the differing cultures in the individual schools, which may or may not favour successful implementation.During the project Q-KULT,the six partners will focus on the topic ‘Quality and school culture’ and deal with the question of how the culture of individual schools influences the implementation of QM systems.Q-Kult is coordinated by the Austrian Reference Point for Quality Assurance in Vocational Education and Training.
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  - Assessment session in Italy: New Phase “European Qualifications Passport for Refugees (EQPR)”For the first time, an assessment session of the European Qualifications Passport for Refugees (EQPR) was held in Italy, in Sardinia. From 2 to 6 July, forty-two refugees were interviewed by credentials evaluators from the national recognition centres (ENIC/NARICs) of Armenia, France, Germany, Italy and Norway and of the universities of Cagliari and Sassari.During this assessment session, both refugees claiming higher education qualifications and refugees claiming secondary education qualifications were interviewed. The interviews took place at the premises of the University of Cagliari and the University of Sassari. Eleven EQPRs were issued as a result of the assessments held in Cagliari, the final assessment of the candidates interviewed in Sassari is still on-going.This is the second assessment session organised in the new phase of the EQPR, which will last three years (2018-2020). During the first assessment session that took place in Athens from 11 to 15 June, forty-eight refugees were interviewed and forty-three EQPRs were issued. The next assessment sessions will take place in the autumn in Greece, Italy and the Netherlands.The EQPR is the only international instrument developed to facilitate the recognition of refugees’ qualifications in the absence of full documentation that could be used also if refugees move to new host countries in Europe without the need to undergo additional assessments.Read more at: https://www.coe.int/en/web/education/newsroom/-/asset_publisher/ESahKwOXlcQ2/content/assessment-session-in-italy-?inheritRedirect=falseThanks to I@[[3713:contact:Isabell Gru]]for sharing on FB.
  - Competitiveness of European economy requires citizens and particularly young people to be innovative, creative, flexible and courageous to face challenges in a dynamic and volatile economy. The optimum method to approach students and provide them the chance to develop an entrepreneurial spirit is work-based learning and especially apprenticeship, however, apprenticeships are focused on the specific vocational skills, required in the specialization and not on the acquisition of entrepreneurial skills. Filling this gap, the App.Mod.E. project wants to develop an apprenticeship model for the acquisition of entrepreneurial skills by students in upper secondary and higher vocational education and training. App.Mod.E. has been funded with support from the European Commission. https://www.facebook.com/Apprenticeship-Model-for-developing-Entrepreneurial-skills-184981312255792/http://www.appmode.eu/
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  - Competitiveness of European economy requires citizens and particularly young people to be innovative, creative, flexible and courageous to face challenges in a dynamic and volatile economy. The optimum method to approach students and provide them the chance to develop an entrepreneurial spirit is work-based learning and especially apprenticeship, however, apprenticeships are focused on the specific vocational skills, required in the specialization and not on the acquisition of entrepreneurial skills. Filling this gap, the App.Mod.E. project wants to develop an apprenticeship model for the acquisition of entrepreneurial skills by students in upper secondary and higher vocational education and training.App.Mod.E. has been funded with support from the European Commission. https://www.facebook.com/Apprenticeship-Model-for-developing-Entrepreneurial-skills-184981312255792/http://www.appmode.eu/
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  - Dear all,
    
    this is the first outline of our roadmap for DISCUSS 2016 - 2017. The visual map by and large reflects our plans for the next two years. If you think we left out something important or, if you should have new and better ideas, just add a comment
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  - Dear all,
    
    we changed the landing page of our platform for the following reasons:
    
    from my conversations with community building experts I learned that it is bad practice to explain the purpose and features of a platform right on the welcome page. Visitors may have various reasons to join an online community, and the chance to anticipate people's expectations is quite limited. Some even may have reasons we haven't thought of so far. Thus, instead of explanations about what we expect people to do on our platform I would like to suggest an iconographic representation of the community features, which leaves it up to new members to develop their own meaning of the platform and how to make the best out of the tools offered.
    
    Secondly, the way we presented the title of our project so far caused some ambiguity. Some visitors from the frontpage text seem to have learned that our project is one primarily concerned with the building of "communities of practice", and "lifelong learning" as one of many possible concretions. As a consequence some people started to raise questions about general aspects of community building, rather than lifelong learning. In order to avoid further misunderstanding we changed the weighing of words, now emphasizing "lifelong learning" as major domain of our work.
    
    What do you think?
  - Dear all,
    
    yesterday I visited the PACE platform, which is planned to act as future community of practice for project managers working on European education projects. The K4 project, which is conducted by the Austrian organisation "Die Berater", started parallel to DISCUSS, and like ours is now about to enter into the final phase.
    
    Different to our approach, the project partners decided for an already existing, cloud based solution, rather than developing the platform features by themselves. The platform offers 4 major areas of activity: project planning, management, evaluation and dissemination. For each of those categories a discussion group has been set up, and learning materials are offered. Moreover, users can watch a 50 minutes video, which explains the major tools of the platform and how to use them.
    
    As far as I can see from the figures displayed, the community currently has 116 members. However, it's only 4 to 5 core members who post or comment on a regular basis. The community seems to struggle with the typical problems of overseas based cloud services, such as extremely long loading times, and occasional timeouts cause by this.
    
    Best
    Randolph
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  - Enact Game is a new, standardised serious game developed within the framework of the ENACT Project (EU Lifelong Learning Program), which aims at assessing and training negotiation skills through simulated interactions between the user and a virtual agent, controlled by Artificial Intelligence algorithms.
    
    I just tested the game, and think it's really helpful for people who want to learn more about their negotiation skills (type). In this case I had to negiotate a few holiday choices with my "virtual wife". Should we spend our holidays at the sea or go to the mountains? The aim was to find a solution which would accommodate both of us.
    
    Nice game platform worth a visit
    
    http://enactgame.eu/
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  - eucen has just launched its new project HE4u2 - Integrating Cultural Diversity in Higher Education. The project intends to reform teaching and learning in HE by integrating inclusive pedagogy into existing curricula to mediate obstacles for learners from migrant and culturally diverse backgrounds and to value their contributions to the intercultural dimension for all learners. The project (an ERASMUS+ Forward Looking Cooperation project) that started 01-Jan-16, will soon have a website and more info available. In the meantime, you can contact us at he4u2@eucen.eu
  - Even during the COVID 19 crisis, interesting business ideas are coming. SunCrafter start-up cames up with a ‘hand-washing’ solution which uses ultraviolet light to do the disinfecting.(Image source: SunCrafter)
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  - Going .. gone .. gone. "Your submission was successful. Submission ID: 1411710."
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  - Here are some details regarding Erasmus KA2 project entitled "Four Elements" that our Social Cooperative MYARIST participates in!Four Elements: legends and stories.Improving foreign language Learning and intercultural competences of adults by e-learning.This 24-month Erasmus+ KA204 project is an initiative called to raise awareness and appreciation of the importance of culture and heritage at EU level and train educators working with adult learners to equip their learners with the skills and competences, especially language and digital ones, necessary in today’s EU labour market. The Four Elements project targets adult educators and will take advantage of the potential of the common cultural values associated to the 4 elements (earth, water, air and fire) at EU level to empower adults to improve their digital, foreign language and intercultural competences. Tackling EU common transversal concerns, such as language competences or digitization of education, will be a priority for the partnership. Through the intellectual outputs developed, Culture and Heritage will be made more accessible for EU citizens and educators will be able to interpret it and use it as a source for improving their learners’ language and intercultural competences:- An interactive tool: a collection of legends and stories related to the four elements (earth, water, air and fire) in different EU countries.- A Digital Book with national legends and stories related to the four elements with guidelines for using them in foreign language teaching contexts. - Methodological recommendations for adult educators. The partnership expects to develop and deliver innovative teaching materials presented in a culturally accessible E-book consisting of European legends and stories –giving visibility to the underlying common EU values and principles, especially adapted to learners with special needs.
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  - MYARTIST participates, as a sending organisation, in the Youth Exchange programme: "New Circus: Circulation of rights, a variety of possibilities" hosted by Polish NGO Strefa Inspiracji i Rozwoju in Lotz!
    
    The youth’s project takes its roots from the needs that were diagnosed – hostility among society, the need for respect towards others, increased tolerance toward people of various religions or races, fight for animal rights against which there are still a lot of acts of violence, and furthermore, these acts are not punished properly. Bearing in mind the need for self-development in the context of one’s own talents, it is good to know that some circus arts are a non-institutional and non-formal, strong point in the development of circus art. This art is still evolving and now is enriched with some fields comprising theatre, education, resocialization, or free time animation. New Circus is just a combination of different arts which give youth a lot of developmental possibilities.
    It is worth remembering that jugglers, acrobats or clowns are people who, through their artism, ironically show various social issues and a recipient is obliged to decode the message. As for many initiators circus art is a great passion, young people would like to demonstrate that each talent, passion and determination may make every single individual do a dream job, proving one’s stubbornness and firmness in reaching lifetime occupational goals. Young people participating in the project are eager fans of circus art. They are not indifferent to social issues. In the youth group there are 32 individuals aged 16-28 from Poland and Greece.
    The project activities include: a preparatory visit and an 12-day youth exchange (linguistic and cultural preparation, circus workshop, happening ”Circus on wheels”, promotion and dissemination of project results).
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  - Our University-Business cooperation KA3 project "Refining HE Apprenticeships with Enterprises in Europe - ApprEnt" is collecting best practices at present. We look for cases where HE apprenticeships are already happening, or cases of programmes of cooperation with enterprises that could be transferrable (totally or partially) to HE environments. If you are interested in this area and/or know case(s) that could contribute to our research, please contact us at apprent@eucen.euFor further information about ApprEnt you can visit our project's website apprent.eucen.eu
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  - Paul Butler just submitted an article on the VtECoach project, which has developed a new kind of self assessment tool, based on a 360 degree evaluation system.
    
    VtECoach invites learners to hold a mirror up to themselves and have a quick look to see what is being reflected back.
    
    "As well as looking at yourself, it also asks your peers, classmates and teachers to help out, to give their feedback to help you get a more rounded picture" of your skills and competences.
    
    Link to project article:
    
    https://www.discuss-community.eu/validation-of-informal-learning-3/item/165-vtecoach-assessing-soft-skills-in-vocational-education-training-a-360-evaluation-system.html
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  - Recognition of Informal Learning in Germany and the UK
    by Graham Attwell, Wales
    
    There is increasing recognition in most European countries of the importance of informal learning. Informal learning can provide a bridge between formal subject based learning and occupational practice. Furthermore, informal learning may be important as a tool for the continuing or lifelong learning seen as economically important in a period of rapid economic and technological change. And informal learning is viewed as a way of assisting socially excluded and under-qualified individuals to re-enter formal education and training or gain access to the labour market.
    
    Integration of informal learning
    But if there is increasing recognition of the importance of informal learning, there is less convergence in terms of how informal learning is integrated in vocational education and training practice. The differences may be ascribed to the different histories of vocational education and training, to different cultural practices and to different institutional and systemic structures within different countries. This short article will look at activities in Germany and the UK to illustrate different possible approaches to recognising and valuing informal learning.
    
    How can we recognise that learning has taken place? The most general measure is taken to be a change in behaviour. In vocational education and training that change in behaviour or acquisition of new abilities is usually expressed in terms of competences. Competences refer to the practical ability to perform an occupational task or tasks. Whilst the word competence exists in most European languages, our understanding of the meaning of competence differs widely.
    
    Readmore: http://www.dji.de/index.php?id=40908
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  - REWIP: Refugee Empowerment and Work Integration Programme, is an Erasmus+ “Strategic Partnership for youth” project that will contribute to the socio-educational and personal development of the specific target group, enhance their participation in civic and social life and create employability bridges with the host society. The project will promote diversity and foster the development of social and intercultural competences among local and migrant communities, enhancing thus the access and participation of the latter in education, employability and civic participation. The project also aims to promote quality youth work and particularly support youth work organisations in the partnering countries and beyond in developing and sharing effective methods in reaching out to marginalized young people and particularly to young migrants and refugees. The promotion of quality youth work is one of the main priorities of the Erasmus+ programme in the field of youth and the project aims to address this specific priority by developing innovative methods, tools and strategies for the social empowerment and work integration of migrants and refugees. All these resources will be disseminated as Open Educational Resources through online means enabling youth work organisations to further use them, develop their capacities and improve their activities in successfully reaching out to the specific target group.
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  - Since the end of communism in 1989, and even more since joining the EU in 2004, Hungary has been an attractive country for foreign investment. About five years ago, the shortage of skilled workers began to become a problem. Today he has reached a critical stage. In September 2017, the authorities listed less than 50,000 vacancies nationwide. Audi, Bosch, Continental, Lego, Mercedes, Opel and Samsung are among the large foreign companies that employ thousands of people in Hungary. Companies almost only find new entrants, who are further qualified in the factory, and decide whether they should leave the country.
  - Since the end of communism in 1989, and even more since joining the EU in 2004, Hungary has been an attractive country for foreign investment. About five years ago, the shortage of skilled workers began to become a problem. Today he has reached a critical stage. In September 2017, the authorities listed less than 50,000 vacancies nationwide. Audi, Bosch, Continental, Lego, Mercedes, Opel and Samsung are among the large foreign companies that employ thousands of people in Hungary. Companies almost only find new entrants, who are further qualified in the factory, and decide whether they should leave the country.
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  - The European Commission has just launched the second edition of the European Capital of Innovation award. Won by Barcelona in 2014, this competition rewards the European city which is building the best “innovation ecosystem”, connecting citizens, public organisations, academia, and business. The competition is open until 18 November 2015.
    
    http://ec.europa.eu/research/index.cfm?pg=newsalert&year=2015&na=na-090715
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  - The German National Employment Agency only recently has piloted VNIL for candidates of their in-house continuing training programs; the piloting areas were: professional drivers, system operators in industry, skilled workers in security occupations, engineers in synthetic materials production. The number and range of occuptional areas shall be extended in the near future, and also address the needs of migrants.VNIL here is based on the concept of "Handlungskompetenz" (personal capacity and self-organisation dispositions required for professional acting). Handlungskompetenz defines a meta-competency, which falls into several sub-competences. I copy a quick overview herein, which I have produced for a recent publication.After candidates have succesfully passed the assessments, the German National Employment Agency formally recognizes "partial" qualifications, based on the competences demonstrated.
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  - VALERU addresses the validation of non-formal/informal learning in Higher Education in Russia, with a focus on learning outcomes from professional experience (work based learning), a key approach for supporting LLL (Lifelong Learning). The project is funded within Tempus as a national structural measure and is based on a strong cooperation between European and Russian HEIs & HE networks leading in the field of validating of non-formal/informal learning as well as networks of SME and professional associations.
    VALERU collected Best Practices in VNIL in Europe, has produced a set of Guidelines, Procedures and Methods, which have helped the Russian partners to design their own standards.
    More information about this project and access to the tools can be found at www.valeru.eu
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  - We have recently started our new project ApprEnt - Refining HE Apprenticeships with Enterprises in Europe. ApprEnt intends to bridge the gap between the worlds of education and business, enhancing partnerships that involve companies, Higher Education Institutions (HEIs) as VET providers, and other relevant stakeholders such as public bodies, representatives of learners and representatives of VET providers, with the ultimate aim of promoting the establishment of work-based learning and especially apprenticeships.The project has already agreed on a definition for HE Apprenticeships. At present we are collecting good practices (if you are interested to share some experiences, contact us at apprent@eucen.eu). And in the following months we will develop a prototype course for training HE staff and SME supervisors of apprentices, a model agreement, a policy paper and an advocacy pack set for the four levels involved: HEIs, policy makers, SMEs and potential students.We invite you to visit the project website https://apprent.eucen.eu and to keep an eye on the developments of the project.
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