The countries directly involved in the project are the following: Bulgaria, Czech Republic, Greece, Germany, Italy, Portugal, and Romania. As we will see, there are many differences in the way IVET has been developed in each country, and in the presence of SSE elements in the existing curricula. But there are also commonalities and similar issues, which allow us to find out where there are opportunities or constraints that need to be addressed. The information and subsequent analysis is also useful for the next parts of the project and in particular to advocate for the Mapping opportunities and constraints for affirming SSE in IVET curricula | 4 inclusion of SSE IVET training modules in IVET curricula at European and national levels.

We will consider several aspects that are important to contextualise, document and evaluate trends and policies, in order to open a discussion that allows to introduce and strengthen the Social Solidarity Economy approach in the curricula and in the methodology of teaching, having in mind the different target groups we are addressing.

Therefore, the purpose of this report is to:

• Map and trace a picture of what already exists in terms of IVET and SSE;
• Exchange experiences and practices that emerge from the research;
• Provide relevant information to feed the following project outputs, namely the ones regarding curricula innovation and advocacy purpose.

We divided the document in 4 parts, in order to be able to have all the relevant information needed to respond to the above objectives. These parts are: PART A: Political tendencies regarding SSE in IVET PART B: Structure of the IVET system in each country PART C: Situation of SSE in existing IVET curricula PART D: Opportunities and proposals to affirm and improve the SSE approach in IVET.

The general diagnosis strikingly highlights that SSE is hardly present in training curricula, with no explicit mention of SSE in most, if not all, countries within the IVET systems, due to the fact that SSE is a recent development and only partially recognized.

They aim at stating a public agenda and give new insights and skills to the professionals working in the sector. One of the main conclusions is that the SSE needs to foster a pedagogical and advocacy approach towards IVET as well as other levels of education, from downstream all the way up to the national qualification frameworks and European strategies, starting with the curricular innovation, providing young people better understanding and detecting potential disposition for SSE processes and careers. At the centre of all the proposals advanced so far, there is a significant theme regarding the so called "soft skills", transversal competences that are not acquired through technical training, but can and must be cultivated through active and participative methodologies, inclusively through non formal education and training.

1. Sofia Adam, in Child Poverty, Youth (un) employment and Social Inclusion, edited by Maria Petmesidou, CROP 2015
2. Greinert, W.-D. (2005) Mass Vocational Education and Training in Europe. CEDEFOP Panorama Series, 118.
3. Pedagogical Institute, 2006, p. 150
4. DGERT, 2014
5. Romania National Strategy for Education and Training 2016-2020
6. Cedefop report, 2014
7. National Referencing Report on the Czech Republic (http://www.nuov.cz)
8. Eurostat – Europe 2020 indicators (http://ec.europa.eu/eurostat/statistics-explained/index.php/Europe_2020_indicators_- _education#cite_note-3)
9. Le taux de chômage dans l'Union européenne – Eurostat, Le taux de chômage des jeunes dans l'Union européenne - Eurostat - décembre 2016 22
10. Self-employment in Europe, Institute for Public Policy Research Izzy Hatfield, January 2015
11. CIRIEC Report 2000
12. European Economic and Social Affairs Committee 2012
13. Social Economy Satellite Account (SESA) main figures
14. Eurostat report 2012
15. Atlas of Social Economy, conducted by the Foundation for Civil Society Development
16. 9° general census of industry and services of 2011, made by the National Statistics Insitute (Istat) and analysed by Isfol in 2014.
17. Transformation of labour and future of labour law in Europe Final report, Supiot, Alain (dir), Employment asocial affairs Industrial relations and industrial change, European Commission, 1999
18. Orientate a Sviluppare Innovazione”. Publication of results of the P.E.R.C.OR.S.I. project (La Spezia, 2016)
19. “Learning outcomes approaches in VET curricula: a comparative analysis of nine European countries”, CEDEFOP

The complete list of references is cited in the full study.