<< Background >>Well-being is important for developing important democratic competences. Positive emotions are associated with the development of flexibility and adaptability, openness to other cultures and beliefs, self-efficacy and tolerance of ambiguity.Main goal:Supporting teachers, school leaders and other teaching professions in the field of inclusivity and well-being, sharing examples of good practices and adopting them for own teaching.<< Objectives >>Partners from 6 European countries: Czech Republic, Germany, France, Italy, Spain and Latvia decided to prepare a common project. The project will focus on impacts of different factors enhancing inclusion at schools across Europe, the tool for dealing with the topic of inclusiveness in the countries involved will become a theme of well-being . Since well-being has many faces, improving students’ well-being in schools requires a whole-school approach.The project will touch on many of benefits of improving of well-being as an important part of inclusivity at schools<< Implementation >>We will organise 3 training event in order to train staff to produce IOs a and also to pilot activities from the IOs. Training activities have also virtual part which precedes the face to face part. Dissemination will be organised during Multiplayer Evens, in each involved country.<< Results >>The project generates 2 intellectual outcomes: 1_IO1 Research part it is a methodology of work and adjusted questionnaire for cohort 15-20 in the fields of inclusivity and well-being 2_IO2 Guide of good practices is a set of tools and practices for enhancing friendly environment at schools

"<< Background >>This project is prepared as a reaction to the current urgent need of vocational schools and vocational training centres to increase their digital competencies in schooling. This need is intensified by the emergence of the Covid-19 pandemic when many schools and school staff struggled to transform the classes into online space and failed to use the potential of digital tools to increase the effectiveness of work and interactive involvement of children. Even after coming back to in-person schooling, digital technologies are nowadays an undeniable part of life and to provide pupils with sufficient knowledge, teachers need to keep up with the 21st century needs. We apply for this project because we truly believe that providing VET teachers with educational materials that include inspirational examples of digital tools in vocational practice and innovative solutions how to include digital tools in schooling processes, is the right way how to enhance vocational schooling. The needs for this project is highly visible. The European paradigm emphasizes the need for upskilling teachers in their digital competencies (e.g. in “Digital Education Action Plan” and “The European Digital Strategy”) but also our initial research among VET teachers from the partner countries proved the undeniable need and interest of the VET teachers, trainers, educators and lecturer in the use of digital technologies in schooling activities.<< Objectives >>This project focuses on strengthening key competencies of VET teachers, trainers and educators in the area of digital literacy and digital competencies. Such competencies are proven to be crucial not only in the so-called Covid times but in general, considering the fast and non-stop development of technologies, innovations as well as digital skills of students. Thus, we aim to find and bring new approaches, practices and ways of blended teaching to high-school education and show teachers the best examples of innovative schooling activities with the use of digital tools, apps, programmes, online solutions, etc. Furthermore, we aim to motivate teachers and trainers to look for new possibilities in the future as well and shift their overall feeling about digital technologies in a positive direction. By implementing the project on an international level, we aim to exchange knowledge, practices and experience among European teachers as well as among European educational organizations. To use the potential of transnational cooperation, we plan to prepare international learning teaching training for VET teachers/educators/trainers/lecturers.<< Implementation >>The activities involved in the DIGISCHOOL project are divided into 5 Work Packages (WPs – that are activities of the project from the procedural point of view) and 4 Project Results (PRs - that are factual tangible outputs of the project). The Work Packages are WP1 - Development of the training materials (including PR1 - DIGI Cases, PR2 - DIGI Toolbox, PR3 - DIGI Tube); WP2 - Development of the training platform and pilot testing (including PR4 – DIGI Hub), WP3 - Overall Project Management, WP4 - Quality assurance, monitoring and evaluation, WP5 - Dissemination, exploitation and sustainability. Apart from that, the DIGISCHOOL project will include 3 international learning teaching training activities ""Become a DIGI Teacher"" which will enable 36 individual VET teachers from the partner countries to gain new skills in many different types of digital tools suitable and effective for schooling. The consortium will also organize 4 Multiplier events in Germany, Czechia, Italy and Spain to spread the word about the project results and developed educational materials beyond the project consortium and to reach various relevant stakeholders.<< Results >>The project is focused on the development of DIGI HUB - a learning platform for VET teachers offering cohesive educational materials about different aspects of the use of digital and online tools in VET to increase their digital competencies and upskill their knowledge in daily usage of digital and online tools in their lessons. The platform will include several outputs developed during the project consortium, that is DIGI Cases - case studies about the practical innovative usage of digital tools in VET school in Europe. Then, DIGI Toolbox is planned to be created, a guideline forming a complex set of what kind of innovative digital tools can be used in VET, why is it beneficial, how it can be used and when with a special focus on tools boosting entrepreneurial mindset of VET trainees. Finally, a set of DIGI Tube micro-learning video units will be developed in order to simplify the use of digital technologies. The DIGI Hub is expected to increase the digital skills of VET teachers and other target groups. By creating this set of project results that, combined, form a comprehensive training system for VET teachers, educators and trainers, we support the uptake of innovative approaches and digital technologies for teaching and learning."

"SIMPLE stands for the social inclusion of migrants through peer learning experience. The project has identified, exchanged and put together European ""good practices"" regarding the use of peer learning techniques to promote the social inclusion of migrants and refugees into the vocational education and training (hereafter VET). Thereby, SIMPLE reacts to the immense immigration to Europe since 2015. The average age of migrants is between 16-30 years old and the expected number of long-term unemployment of this target group is estimated at 55 %. Therefore, the need for a successful integration into education is extremely important. The access and integration to education minimizes the risk of unemployment and leads to a sustainable social integration. SIMPLE has identified methods that prevent segregation and discrimination and, furthermore, teachers and trainers are able to better deal with cultural diversity, conflicts and to build up a heterogenic learning environment. The participants within SIMPLE consist of teachers, migrants and students who have been involved in peer learning activities in VET. The project included six transnational meetings. In each meeting the partners visited peer learning groups and activities and identified common methods for a successful implementation of peer learning methods.At each meeting two local VET teachers as well as local students and migrants took part and reported about their personal experiences regarding the difficulties and advantages of social inclusion through peer learning techniques. Peer learning has till now mostly been used in non-formal education environments. In the last years, the methodology has been modified and adapted to emotive learning processes. Social and emotional gains through peer learning are nowadays as important as cognitive gains. SIMPLE has recorded the project's results in a “paper of recommendations” to integrate migrants into VET through peer learning experiences. The impact of SIMPLE is supposed to lead to an increase of numbers of migrants in VET and to represent a cost-efficient and fast assistance for educational staff for the social inclusion of migrants. Finally, the involved students and migrants can improve skills and competences in the areas initiative of one’s own, communication skills and team work. In addition, the peer to peer experience helps migrants to understand social and civic norms and experience them in their daily environment. On a regional level, the project partners of SIMPLE pass the results on to local VET schools, secondary schools and companies to cause effects of imitation. On a national level, the project can be seen as a role model for other institutes and firms and motivate them to commit themselves to the social inclusion of migrants. On a European level, SIMPLE shall enhance a better understanding of the need for social inclusion, common European values and the prevention of discrimination especially among students and migrants who have not dealt with intercultural conflicts and diversity yet. To achieve the described impact of SIMPLE the project activities have been disseminated before, during and after the project duration. The dissemination activities include the implementation of SIMPLE on social media channels, the participation in conferences, lectures, the development of print material as well as the presentation of the project results in the form of webinars and in view of the existing national and European network of the partner organizations. The network that is being used for the dissemination consists of VET and secondary schools, EfVET, Trade and Industry chambers, youth organizations and national education departments and has been extended during the project duration."

"VET teachers and trainers have to face the challenges of the 4th Industrial Revolution and globalization on the one side and to deal with the fact that VET training is less attractive for many young people than academic qualification. So they have to improve the VET training and this includes their own professional development and their adaption to new requirements.Teaching and training settings have to be adapted to the requirements of a digitalized world and trainers have to deal with modified requirements to their role, e.g. as classroom and project manager, tutor or coach of the students instead of an instructor. The role of the workforce changes from operators to problem-solvers alike. In addition, concrete further training modules which enable the teachers and trainers to prepare their students for the working world 4.0 in an optimal way are required. In the project ""Interdisciplinary Teaching and Training 4.0"" we want to develop training units for the professional development of VET teachers and trainers which improve their digital competences, the use of innovative practices of teaching and learning and which are based on concrete practical requirements in the working world. For Summer Schools or seminaries flexible, interactive training provisions wil be offered which improve project-oriented and work-based learning, cooperative learning, the design of action-oriented, complex learning arrangements, the proper use of digital tools, project and classroom management, etc.The idea is to bring together practitioneers in companies and VET teachers who develop interdisciplinary and collaborative learning settings along an entire product supply chain. They will benefit from each other and improve their mutual understanding. Moreover, the improvement of key resources and the key competencies are addressed and altogether human resources developed. Three VET colleges, one institution for teacher training and further education, a chamber, a business association and a regional VET college development and supervisory public body work together in order to develop the concept and the materials for the further training of teachers and trainers. The consortium represents the business and the school sector and will be able to consider the needs of both and to benefit on the other side from the experience of both sides.In the first project phase, training modules for the summer school will be developed in transnational working groups (IO1 and 2). They will be tested in a learning teaching training activity, evaluated and further developed also with a perspective that in future they will be applicable in regional training seminaries, too, in order to have good conditions for a broad implementation. Basis for the development are the expertise of the teacher training institution in combination with the experience of EUGES regarding the challenges of VET 4.0 and the needs for further improvement of teachers and trainers. The practical expertise of the other participating institutions will add to create useful practical outputs. The leading idea is to relate the modules to entire supply chains and thus to support interdisciplinarity and cooperation between different sectors, departments and different actors in the training process from the beginning. Especially the change of orientation from thinking in separate sections to considering whole processes and supply chains often is requested with regard to increasing digitalisation. The training modules are oriented toward a cooperation between the technical and the business and administration sector.The expected impacts are enhanced qualifications of teaching and training staff with regard to 4.0 competences, an intensification of the dialogue between local VET providers and companies in terms of modern digital and technical developments, an intensification of cooperation between companies and VET providers and an intensification of cooperation between commercial and technical vocational colleges/departments. Altogether this is supposed also to increase of the attractiveness of vocational training in schools and companies, initially on local level but perspectively also on regional and national level."

EIDE (Emotional Intelligence and Digital Entrepreneurship in VET) has been implemented between October 2018 and November 2020 by 7 partners (PL, BE, IT, ES, RO, UK)with different backgrounds (business/ICT field, VET providers and social partners/NGO) in order to address one of the most important nowadays priorities - entrepreneurial activity, which, due to its positive effects (fostering innovation, job creation, encouraging competitiveness) is vital for economic growth and economic prosperity.Through its activities and outputs, it proposed an innovative approach of two factors influencing entrepreneurial success: emotional intelligence and digital skills. The project’s main aim was to contribute to the common European efforts of fostering entrepreneurial skills in all fields of education and fill some specific gaps existing between formal education and training systems (especially VET) and the real world. EIDE was highly innovative and ‘pioneering’ by bringing together different and apparently unrelated ‘facets’ of entrepreneurial education. It addressed the needs of 3 main target-groups:*Needs of students within the VET systemStudents enrolled within the pre-university VET system, although the most likely to start a business after acquiring a qualification, seem to be neglected compared to those in theoretical high-schools when it comes to entrepreneurial education. Through EIDE we intended to support them and broaden their area of choices, and break the stereotype that VET education only produces workers. *Needs of VET Providers and VET TeachersEIDE created learning resources for students, teachers and schools so that emotional intelligence and digital entrepreneurship can be integrated within the existing curricula.*Needs of companiesThrough the learning resources created and activities undertaken, EIDE also supported the needs of companies for intrapreneurs – employees with a high degree of business awareness, social interaction skills and business digital skills making them able to work independently and effectively without receiving directions all the time.The objectives of the project, which we successfully reached were:To create, develop and test innovative materials and curriculum framework which allow VET providers equipping VET students with two crucial entrepreneurial success skills: emotional intelligence and digital entrepreneurship skills.*To rise awareness among VET providers and education authorities concerning the potential of digital skills and emotional intelligence skills and their role as business success factors.*To equip at least 30% of the students of the participating organizations with emotional intelligence and digital entrepreneurship skills by the end of the project.In order to reach the above-mentioned objectives, the following outputs have been created:*O 1- EIDE E-learning course for Students- Emotional Intelligence and Digital Entrepreneurship- 12 modules;*O 2 - EIDE Part I - Emotional Intelligence Training for Entrepreneurial Success Manual and Guidelines for VET Teachers and Trainers Part II - Digital Entrepreneurship Manual and Guidelines for VET Teachers and Trainers*O3 - Emotional Intelligence and Digital Entrepreneurship Curriculum Framework* O4 - EIDE Train the trainer online courseThose products were pilot tested and validated by students and teachers over the lifetime of the project. Measures for open access and sustainability were planned and implemented, to ensure the usability of the project beyond project’s lifetime. Those outputs become even more relevant and useful during the coronavirus pandemic when schooling moved online and VET schools were the least prepared for the switch, lacking online training resources, as their activity is usually more practical. Due to their digital, open, easy to use and compatible format (can be used on any devices, including smartphones), they were broadly used and highly appreciated by the beneficiaries.All the outputs are sustainable, transferrable (to other education fields/target groups), scalable and relevant, with open and unrestricted access. The project management and methodology has been tailor-made, involving development of personalized project management, quality assurance and dissemination plans, internal project documentation and monitoring/evaluation tools, with clearly defined preparation, implementation, dissemination and monitoring/evaluation phases. Due to the presence of partners with a high level of experience and multiplication potential, the project benefitted from increased visibility and impact at national and European level, being able to reach very relevant stakeholders such as EU Parliament members and large numbers of companies.EIDE had and will continue to have significant impact at the level of VET learners, VET professional and participating organizations by involving development of unique social and technical skills.