“In 2011, nearly six million young people between 18 and 24 years old had not finished upper secondary education and were not in eductaion and training. On average, 54,8% of these early school leavers are unemployed.” (EC: Europe 2020 Target: Early School Leaving).

In all countries the problem of drop out from initial VET is more than evident and challenging, however the situations are of course different also in front of labour market situations for young people and provision of young workforce due to low birth rates and demographic developments. In front of this background the successful geographical transfer of innovation in this field was a complex issue and this was the main reason why two excellent project results have been selected as basis for the transfer – one from the school sector (School inclusion project) and one from the business and entrepreneurial sector (CESSIT project) since we believe that a successful transfer to different and differing VET systems and teachers and trainers involved can only be possible if an appropriate combination of training modules from both areas that are determining VET systems are selected and implemented.

This is why at the beginning of the transfer process it was identified for each partner country what was the main focus, competences and modules needed for teachers and trainers involved in the systems (was it more a school oriented VET focus in one country or a more entrepreneurial oriented VET focus in another). Based on this analysis the existing training modules from both training programmes (School inclusion project and CESSIT project) have been adapted and combined to a relevant and appropriate selection of teacher and trainer training modules and learning content.

Besides an appropriate and relevant module and content combination, the translation and adaptation of the training materials into the partner languages and cultural embedding was also foreseen as basis of the transfer process. This approach guaranteed the successful geographical transfer of innovation into systems which were different from each other and nationally determined. With this we ensure better competences of VET teachers and trainers to tackle and prevent drop out from VET in Europe.