In the VITA project, the VITA validation approach was applied in very different learning con-texts ranging from 11th-12th-grade volunteer students in a “Club GREEN” (Turkey) and adult volunteers at the Learning Festival in Switzerland to students on an obligatory practice placement during their BA education as counsellors (Lithuania) and workplace-related courses for su-permarket employees (Germany and Italy), employees at nursing homes (Germany) and managers in day-care centres (Denmark). Furthermore, two very different job training programmes for long-term unemployed people were part of the project’s piloting activities: job training for hotel and restaurant employees (Austria) and a men’s group from a deprived local area, where networking activities were arranged. The final two projects were done in relation to a sewing course for a group of prisoners (France) and in a project aiming at validating the competences of adult educators (Greece). As it appears from this, there is great variety when it comes to both target group and institutional context and thus also the intended aims and learning outcomes of the learning activities as well as participant motives to take part.
For instance, the aim of the French prisoners was to qualify for work in the prison and thus improve their own conditions and – for some – maybe for early release. For the long-term unemployed in Austria and the Irish men’s group, the aim was to gain a foothold on the la-bour market, whereas the students in Turkey were motivated by the possibility to work closely with their teachers and be able to function as tutors for their peers and contribute to e greener environment.
Even though the learning contexts were so diverse, several concrete competences recur across the projects: e.g. customer orientation was evaluated in three projects; communica-tion was a key competence in four pilots. Also self-reflection and problem solving recurred two times.
The use of LEVEL5 did have an effect on all the learning activities no matter whether LEVEL5 had been taken into consideration already in the planning of the activity or not in-cluded until later. As expected, the pilot reports generally show that participants become more conscious and aware of their own competences and how they evolve over time. Individual partners have seen the effects that reach above and beyond participants' expected learning. The use of LEVEL5 initiated reflections among the teachers, not only on SPOC but also on content, methods and differentiation.
In some of the pilots the partners developed additional tools to extend the use of LEVEL5, for example questionnaires and interview guides. These tools can be helpful in other settings, too.
Lessons learnt in the pilots are documented in a comprehensive report containing results of the pilots and practical acting recommendations for stakeholders in the field.

The partners piloted the VITA approach in the following educational domains and countries:

• Adult education - Aontas (Ireland)
• Adult education – SVEB (Switzerland)
• Adult education - BUPNET (Switzerland)
• VET – die Berater (Austria)
• VET – BUPNET (Germany)
• VET – Insup (France)
• VET – AUTh (Greece)
• VET - blinc eG (Italy)
• Higher Education – VIA (Denmark)
• Higher Education – VMU (Lithuania)
• Schools – METU (Turkey)
• Schoos
• Schools - blinc eG; (Germany/Austria)