A series of tools and materials (profile, training programme, handbook, guide for mentees) able to support the delivery of mentoring in the workplace. Tools can be used by those considering mentoring for the very first time as well as by those looking to enhance existing mentoring activity.

A web-based catalogue of short-courses, presentations and introductory programmes with each able to provide a valuable insight into the operation of a particular company or sector. A good example of that which can be achieved through education-industry collaboration.

An online training tool for forest workers in which vocational and English language skills are developed simultaneously. Users can select from 15 European languages which they can then pair with English to facilitate learning delivery.

A pedagogical guide able to be used by those working to build and develop strategy in (very) small enterprises, with specific reference to a series of tools and methodologies able to enhance future capacity-building within and beyond the original (target) sector of agriculture.

A single Forest Workers’ glossary extending to 3000 terms in sixteen European languages, useful for those aiming to communicate or be understood as well as those attempting to make sense of technical documentation for forest machinery.

A report in which experimental modules for vocational integration are presented for floristry, welding and printing, with additional insight given into a methodology for the selection and adaptation of competence sets aligning these with the needs of specific socially disadvantaged learner audiences.

A series of practical exercises and activities, in seven European languages, able to be used by teachers and trainers working to deliver practical (work-based, work-oriented) vocational training with learners or learner audiences at risk of dropout.

A report centred on frameworks and processes for the selection of fields and work processes best suited to socially inclusive vocational education and training (VET) with exemplars provided for floristry, welding, aircraft mechanics and printing.

The Literacy@Work Methodological Guide brings forth baseline information and conceptual insights into workplace literacy training prior to considering the required planning, preparation, delivery and evaluations steps that might be required for those actively involved in programme delivery.

A set of guidelines centred on mechanisms and areas for quality improvement in retail apprenticeship, with a notable (original) focus on four Southern European countries. Guidelines cover both policy and practice and provide both an insight into the existing state-of-play as well as recommendations for change and improvement.

A short publication resulting from the PIA2 project - in which project management was considered as an instrument for improving the quality of teaching and training delivery in VET - which focuses on the changing nature of education and training and the need to balance traditional teacher-led input with opportunities for experiential learning.

A set of Project Management guidelines were developed as a part of the PIA2 project - an innovation transfer project led by the University of Bremen in which project management was seen as an instrument for assuring quality in teaching and training in VET - with the ultimate goal being self-development among teachers, trainers and other educators.

The NICE Handbook offers an academic perspective on the future of higher education for Career Guidance and Counselling professionals in Europe.

The Improve Professional Orientation handbook aims at improving and enhancing the performance of teachers and trainers already working in VET and looking to improve their skills and capacities in delivering professional orientation (vocational guidance).

The go4job project allowed apprentices to produce digital media input through which recent changes in the world of work were able to be recorded and reported, including to those still in education, with a view to ensuring the relevance of general education to the future labour market.

The Handbook is the result of a number of past-funded projects, the most recent being the Go&Learnet project in which partners from 6 countries came together to transfer and experiment with the Go&Learn model for teacher and trainer development.

Developed as a part of the EMCOSU (Emerging Modes of Cooperation between Private Sector Organisations and Universities) project, involving University and Enterprise partners from six European countries, this publication presents the results of a survey into the perspectives of Higher Education Institutions on University-Business Cooperation (UBC).

Developed as a part of the EMCOSU (Emerging Modes of Cooperation between Private Sector Organisations and Universities) project, involving University and Enterprise partners from six European countries, this publication presents the results of a survey into employer perspectives on University-Business Cooperation (UBC).

Developed as a part of the EMCOSU (Emerging Modes of Cooperation between Private Sector Organisations and Universities) project, involving University and Enterprise partners from six European countries, this publication presents the results of a more detailed consultation of Higher Education and Enterprise actors with input and opinion sought on the benefits of, and barriers to, successful University-Business Cooperation (UBC).

Developed as a part of the EMCOSU (Emerging Modes of Cooperation between Private Sector Organisations and Universities) project, involving University and Enterprise partners from six European countries, this publication presents the results of an initial investigation into economic strategies, at national and European levels, in which University-Business Cooperation (UBC) is confirmed as a priority.

A set of six Qualification Modules was further developed and transferred as part of the QualiProSH II project, one of a series of projects operating in the second hand, reuse and recycling sector.

Partners from six European countries came together with a view to building on experiences in the maritime sector, using this to develop materials for those working with work-based simulation tools in inland waterways transport. The resultant Didactical Manual is presented over 8 separate chapters and provides the basis for a future Training of Trainers course, with numerous exercises, materials and templates forming a part of the manual.

The Hamburg Model is a one year vocational training concept that aims to improve levels of participation in VET among learners with special needs. The report describes how policy makers, having confirmed the state of play, looked to alternative models within the dual system that would encourage participation from those less traditionally exposed to VET.

Five institutions from five countries came together to share good practice in the field of architecture and the built environment, with a particular focus on facilitating transition between higher and vocational education and the world of work. After two years of collaborative working, and sharing, results are presented in a Report of Good Practice and in a Map of Initiatives.

Five institutions from five countries came together to share good practice in the field of architecture and the built environment, with a particular focus on facilitating transition between higher and vocational education and the world of work. After two years of collaborative working, and sharing, results are brought together in a single “Report of Good Practice for Vocational Architecture Training”.

The VET & WORK Manual of School-Work Alternance provides a project-based insight into the use of an alternance model in education and training, with experiences presented from the perspective of the targeted wood and furniture sector.

The Entrepreneurial Skills Pass, or ESP, is defined as an international qualification through which VET students (15-19 years old) who have had a real entrepreneurship experience (business creation, business development) can be assessed and can ultimately receive certification.

Produced as part of a series of three Inspiration Books, this publication centres on the topic of In-company Classes.

Building on initial activities in which partners from six countries confirmed the required competences for an in-company learning mentor, a single profile was produced by “Learning Mentor” partners in which a series of learning outcomes are brought together at EQF Level 5.

A series of six transnational modules are briefly introduced in a single promotional flyer, together representing the results of a two-step development and delivery process spanned by the MOVET and MOVET II projects.

A small series of training handbooks was developed by the “Peer Review for EQAVET” transfer of innovation project, with a view to developing capacity for internal quality assurance within VET.

A series of examples developed by the ComEd project which focused on developing competences among staff working in VET and further education, by integrating work-based exploration tasks.

This short introductory manual was developed by the ComEd project which focused on developing the competences of staff working in VET and further education, through introducing and integrating work-based exploration tasks.

A contextualised yet informative report that centres on the Development of Apprenticeships in Lithuuania and which presents the experiences of a two year transfer of innovation project.

The EUPA Assessment Tool was developed with a view to enabling assessment of the knowledge, skills and competences of a Personal Assistant, or PA.

The product takes the form of a set of criteria for the identification of best practice in work based learning, specifically in the fields of child care, health care and elderly care.

The Process Map and Guide, produced by the BestVET project, was designed to act as a guide for VET institutions looking to implement one or more quality management and development systems from among those already identified as best practice within the higher education sector.

The European Workplace Tutor Training Programme aims at equipping tutors with the competences they need to plan, deliver and evaluate training, to guide workplace and work-based learning processes and to assess (and respond to) individual and organisational training requirements.

In the BAGRu Toolbox, a broad range of methods and tools are provided that can be used by trainers, teachers and others working with unemployed or low-skilled adults with a view to imparting job-relevant and transversal skills concepts that will ultimately facilitate labour market entry.

As a part of the DNDS (Developing New Distribution Skills) project, the ‘Dealer Training Programme’ was designed to aid those working with and within the automotive industry to improve essential business, retail and distribution skills.

As a result of the EURIAC project, which centred on the development and testing of an educational unit in ‘industrial automation’, a number of mobility support tools were developed.

The Catalogue (Handbook) of Standards, developed by the NQF Inclusive project, analyses three different vocation-specific training programmes, defining dedicated standards and levels of learning, the latter aligned with relevant national qualifications frameworks (NQFs).

In the ECVET-TOUR project, the existing VQTS (Vocational Qualification Transfer System) model was used to visualise and present the required knowledge, skills and competences for two recognised and important professions within the hospitality and tourism sector.

The EUPA Guide for Trainers was developed as part of a series of outputs and results (qualification framework; assessment tool; training materials) that centred on facilitating, delivering and measuring learning for those working as a Personal Assistant, or PA.

The product takes the form of a competence profile, or competence overview, and outlines expectations for a mentor working to support the delivery of work-based learning (on-the-job training) in the health and social care sector.

One of the outcomes of the Charism project, which centred on use of a Case Management approach when working with unemployed young people, was a news report (promotional video).

Partners in the New Deal sector, targeted the development and description of 5 job profiles (job outlines) that are commonly recognised in the large scale retail sector. Job profiles include: sales manager, sales professional, sales activities, shelving self-service and administrative assistant.

The VET & WORK E-learning course comprises 5 video modules that centre on active job search techniques.

As a part of the Triple Learning Platform (TLP) Leonardo da Vinci Partnership project, partners in four European countries (DE, DK, FI, NL) established an in-house retail business (retail shop), operating in collaboration with local retail businesses with a view to selling the products of these companies in the school environment.

The TAKE TECH project aimed at increasing awareness among young people on potential technical and scientific professions and careers paths. It targeted increased collaboration between education and industry through a process of systematic matchmaking. The Handbook provides a wealth of operational templates and worksheets that can be adapted for use by those responsible for the delivery of in-company visits in any setting.

Within the ‘Workplace Material’ section of the Join in a Job! Practitioner Portfolio, a number of tools and instruments are provided that centre on recognition, development and, ultimately, career advancement, for young migrants in the workforce.

In the AGID (Developing Training Modules for Staff on Ageing and Disability Issues) project, a series of six training modules was developed to support professional development and capacity-building among frontline staff and others working with older persons having a confirmed intellectual disability.

In the multilingual SOS Network Website, there are two important sections in which "interesting cases" and "methods and tools" are provided. In the former, close to 50 examples of interesting practice are presented. In the latter, the focus is on the tools, processes and methodologies that were adopted or used in the initial set of "interesting cases".

The InTouch report centres on what it deems to be the most crucial non-routine (non-occupationally specific) skills that should be targeted by SMEs, in the business sector, with a view to improving their competitiveness.

In addition to confirming original project goals and partner institutions - including in terms of the depth of existing use of Web 2.0 technologies in partner institutions and participating schools and companies - the PLEbaum Guide goes on to provide a series of useful pointers in terms of technical and organisational planning for those considering the introduction of a Personal Learning Environment (PLE) for students or staff.

The NetKnowing 2.0 e-Learning Suite provides direct access to the Basic Course and allows participating SME staff (following registration) to develop their knowledge and understanding of learning forms, learning technologies and learning in networks.

In the EREIVET (European Regions Enhancing Internationalisation of Vocational Education and Training) project, Learning Outcomes units were designed and developed, specifically for use during a period of transnational mobility in VET, and centre on three distinct sectors or professions: health and social care, electrician and business administration.

The TRA¡NSITION! package extends over four distinct sections: "Basic Information", "Training Modules", "Case Studies" and a "TRA¡NSITION! Portfolio".

The Job Rotation Application Handbook initially introduces the core concept of Job Rotation schemes.

Targeting “Implementation of the Idea of Flexicurity in the Professional Practice of Employment Agents and Careers Counsellors”, this manual (guide) presents the processes followed in the associated Leonardo da Vinci Partnership project, alongside common definitions of "flexicurity", and partner experiences resulting from pilot course delivery in four European partner countries.

The Support Documents, produced by the BestVET project, provide working theories, models, examples and templates that can be used by VET institutions (and other workplace or work-based learning providers) looking to implement one or more quality management and development systems from among those already identified as best practice within the higher education sector.

The Soufflearning Trainer Manual is a support manual for those trainers planning to deliver the training via the Soufflearning concept: Soufflearning is a experiential learning and training concept that relies on workplace training delivery using short learning modules and which reflects the needs and practices of small and micro enterprises.

The European Workplace Tutor Multiplier Handbook is part of the European Workplace Tutor Training Programme, which aims at equipping tutors with the competences they need to plan, deliver and evaluate training, to guide workplace and work-based learning processes and to assess (and respond to) individual and organisational training requirements.

The European Competence Matrix for Mentors lists the core knowledge, skills and competences that should be held by company mentors working to provide work-based learning experiences for new or existing staff or learners.

As a result of the WBLIC (Work Based Learning as an Integrated Curriculum) project, a set of guidelines, and indicative principles and practices, were developed with a view to raising awareness of the concept and importance of Work Based Learning (WBL), further informing the development of an integrated WBL curriculum for use in the Higher Education sector.

The Interate 2012 e-book brings forth the experiences gained by partners during delivery of the “International Approaches to Entrepreneurship” Erasmus Intensive Programme, presenting both course content as well as an overview of programme management, planning and delivery actions.

The WINGS4Success Facilitators’ Training Curriculum promotes and facilitates intergenerational learning among human resources professionals, owners, managers, directors and specialised staff working in small and medium-sized companies.

The WINGS4Success Facilitators’ Toolbox is a Moodle platform which supports the promotion of intergenerational learning in small and medium-sized companies by providing an open and collaborative e-learning space.

The Painting Skills Network Portfolio presents Units of Learning Outcomes for the vocational education and training of painters and varnishers at EQF levels 3 and 4. The portfolio comprises 14 units of learning outcomes, each described in the form of knowledge, skills and competences, with both technical specifications and detailed explanations provided for each individual unit.

The Enterprise+ Self-learning Materials take the form of a series of self-learning modules which aim to support competence development for professionals operating in the field of entrepreneurship education. Training material extends to a range of relevant topics supporting continuous professional development.

The Manual on Work-Based Training and Examples of Good Practice initially centres on explains core concepts and terms associated with the development and delivery of work-based learning, prior to presenting examples of good practice.

Building on previous successes in transferring work-based learning models and methodologies to countries less familiar with this type of learning delivery, this resource considers assessment methodologies suited to the delivery of work-based learning.

The Handbook for Workplace Tutors is a resource for in-company trainers and tutors. Workplace tutors often take on learning and training-related tasks in addition to their day-to-day activities and this resource aims to help in guiding, implementing and assessing workplace and work-based learning.

The Learning Platform is a place for in-company trainers and tutors to undertake professional development. Online course materials expect to provide in-company trainers with the skills required to guide apprentices, trainees and colleagues on a successful learning journey.

This resource comprises a series of five training modules, which have been developed to support new and existing professionals that aims to provide vocational orientation to young people considering options for work-based learning.

The Fast Lane Curriculum consists mainly of a series of tasks and exercises that can be used to guide an initial work-based learning experience, extending to vocational, language and transversal (soft) skills development.

Fast Lane Training Material is directed towards teachers, trainers and other professionals, including employers.

The Training Programme for Transition Coaches was developed and tested as a part of the INTENSE project and comprises a five-day training programme, able to be take-up and delivered by other bodies and institutions, in which training materials and optimal delivery methods are presented alongside sessions plans, exercises and worksheets for each of the five days.

The INTENSE Online Training Course aims at building capacity for those operating (or expected to operate) as a Transition Coach. The course extends to four separate chapters and covers both the theory and practice of transition coaching, with support materials also accessible, in the form of an LMS Manual, for those delivering of following the online course.

VET 4.0 e-Learning for Students provides a series of different learning modules in the fields of mechatronics, electronics and information technology. Modules are specifically directed towards students and other learners having a confirmed interest in digitalization and customer-oriented production and services associated with Industry 4.0.

VET 4.0 e-Learning for Teachers provides a series of different learning modules for teachers and trainers operating in the field of vocational education and training. Modules provide an introduction to learning processes associated with Industry 4.0 with a specific focus on the fields of mechatronics, electronics and information technology.

The Job Developer Certificate Programme comprises five self-learning modules able to support upskilling and competence development for professionals working in the field of Entrepreneurship Education.

Having been trialled internationally, involving partners from six European countries (Austria, Germany, Denmark, Greece, Spain and Italy), this resource acts as a guide to the European Teacher Trainer Tandem (ETT Tandem) model for those looking to trial or experiment with collaborative learning.

Building on the ETT Tandem Model, which was trialled across six European countries (Austria, Germany, Denmark, Greece, Spain and Italy), this resource provides brief insights into the VET systems and institutional practices of the participating partners, also presenting the different Tandem models that were adopted and trialled by participating VET teachers, trainers and tutors.

This resource aims at familiarisation with the Productive Learning process and concept, confirming the basic characteristics of Productive Learning (learning in real life situations; connecting theory and practice; individualisation of the learning process; connecting general education and vocational orientation) and encouraging reflection among the participating teaching and training professionals.

This resource aims to support continuing use of the Productive Learning process and concept by teachers and trainers working in the field of VET.