1. in the field of Education for all, the EDUKEY project (http://www.edukeyproject.com), a Grundtvig project (2009-2011), initiated by the Spanish partner of the Key Tutor addressed the social group formed by young adults who have experienced school failure shows poor key competencies, a characteristic that limits their access to and success in adult learning processes and makes them socially and economically vulnerable, as they lack the mechanisms to optimise the training resources available.
partners concerned: Infodef (Spain)
2. in the non formal and informal learning approach, the VAEB project, a Leonardo da Vinci project, initiated and led by the French partner iriv conseil (www.eEuropeassociations.net) between 2003 and 2006 in 7 countries. It designed a tool and method, a portfolio, in order to identify and assess the experience and comptences acquired thanks to a voluntary work.
partners concerned: iriv conseil
3. a third example is the innovative approach offered by the AllinHE project , an Erasmus project, initiated and led by the Inholland University (www.allinhe.eu) between 2011 and 2014, which enhanced an innovative approach to Validating Prior Learning (VPL). It was focused on target groups with special needs (50+, migrants and disabled people and intended to enhance multi-targeted and bottom-up approaches, using the VPL-methodology).
partners concerned: iriv conseil (France) and JAMK (Finland)
4. In the field of VET, the Leonardo partnership project “Echanges de pratiques sur le tutorat en Europe” was coordinated by the French partner (Familles Rurales) with Lithuanian (Skudutiskis academy) and Portuguese partners. This project designed a definition of the competences of a tutor and a mentoring evaluation guide.
partners concerned: Fédération familles rurales Pays de Loire
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