"In the project ""Digital InVitation"", a total of 10 VET institutions from 8 European countries meet in total 6 times to discuss digitalisation in social work in the field of VET and to present each other with best practice models. All workshops follow the same pattern. Thus, implementation models and / or current developments are presented from all institutions. Following this, an intensive discussion with common conclusions and a so-called SWOT (Strengths-Weaknesses-Opportunities-Threats) -analysis by the participants will be given, recorded and objectifies the respective project dimension. There is a documentation for each workshop, which will also be designed according to a fixed structure. At the end of the project, all documentation and results will be made available to interested parties. For each institution participate max. 3 persons, of which one person is the so-called project coordinator. He/she should participate in all meetings, ensuring continuity in preparation,researches, working, discussion and networking. The other two persons consist of the respective technical expertise necessary for the respective workshop. The topics of the workshops have already been defined:1. Digital communication (messenger, video chat, etc.)2. Hardware and regulations3. Learning platforms, online platforms, online learning4. Gamification, apps, app rules5. Health- and generation management6. Conclusion, results, vision and, if necessary, project development for follow-upThe coordinators are responsible for carrying out the research in their own facility and their region, carefully selecting the project participants of their own institution and preparing accordingly.Goals of the project are:1. Exchange of knowledge and best practice models2. The project develops the positive use of digital tools in VET3. Legal certainty: by dealing with regulations and data protection4. The project develops knowledge management in the institutions.5. In the project the participants learn from and with each other.6. Consideration of generation management7. Internationalization and European attitude8. Quality improvement in VET9. Integration of health management and health and safetyIn addition to the planned project meetings, there will be further online meetings, in which the participating organizations will vote on important milestones and developments and thus experience directly with different media.We expect significant effects from the project for Vocational Education and the well-founded further development of digitization in VET in the social field. Institutions and organizations can develop themselves, based on the experiences of others and implement positive impulses in their structures. This makes training in social areas more attractive and involves the group of disadvantaged target groups (trainees with disabilities). The project makes an important contribution to accessibility and access to vocational training for all. The project takes up current discussions in the field of Vocational Education in social work and seeks to make a significant contribution to the empowerment of education.The workshops and project sections are documented on the basis of a given system and the best practice models are available to a broad public. All institutions are involved in local, regional, national and international networks and will report and share key results.An important effect of the project will also be the development of a common European identity. Through the cooperation and the structured exchange one gets to know the respective way of working and view of the others. This inevitably leads to discussion about attitudes, values ​​and basic assumptions, which promotes and supports the development of a common European perspective. When planning and finding a partner, it was important to map Europe geographically and to bring the strengths and resources of the different vocational training systems and prerequisites into the project.The project can serve as a basis for developing more intensive cooperation and the results should be available in a variety of ways to interested institutions across Europe."

"The UN Convention on the Rights of Persons with Disabilities (CRPD) calls for the right to education and access to work for all people with disabilities. This also applies to young people with cognitive impairments. Their path to vocational training and subsequent integration into the general labour market still has many barriers. This project focuses on them and contributes to general awareness, as well as to allowing participation in work-life and in society. Today, the importance of social and emotional learning (SEL) competencies has become generally accepted. The importance of these skills is also highlighted in vocational rehabilitation. However, there is no systematic approach to comprehensively assessing competency and initiating targeted support for participants. The professionals (educators, teachers, instructors, special needs teachers, therapists) involved in such training should be aware of the importance of social emotional learning competencies, and have the tools to recognise and develop them accordingly. However, a lack of such tools means that, to date, the corresponding funding has been inconsistent. The SEC4VET Project aimed to strengthen social and emotional learning during the vocational rehabilitation process, thereby contributing to the strengthening of empowerment and inclusion. SEC4VET brought together people with learning disabilities, self-help associations, vocational rehabilitation and science. Jointly, they all developed a diagnostic and support concept so that young people with disabilities can successfully complete their education, develop their potential and experience social participation. The targeted group is young people with learning disabilities, including minor mental disabilities, who are in occupational / work preparation or vocational training. After intensive professional preparation, these young people are able to learn a profession with reduced theoretical requirements. The second target group are teachers and specialists in the areas of vocational rehabilitation and inclusive vocational training, as well as teachers and social workers in vocational schools. The project lead to a broadening of competencies for the participating pupils and trainees, as well as for the project team members, the teachers and the specialists involved in the test trials. The dissemination and sustainability strategy was initially directed at the organisations within the project partnership, rather than at education providers, companies or integration services. This was done on both a national and European level. After the development partner tests the tools (intellectual output), they are implemented within the partnering organisation. In order to promote the transfer of results externally, the integration of project partners into national and European networks was very important. Each partner carrie dout multiplier events and other dissemination activities. The project was severely affected by the corona pandemic in the last half of the project period. A transnational projectr meeting, a transnational learnng/teaching/training event, several multiplier events and the final symposium could not be carried out as planned. The train-the-trainer workshop at the Berufsbildungswerk Mosbach-Heidelberg to test and introduce the diagnostic tools was a valuable further training for all experts to ensure the sustainability of the project results in the partner institutions.The 2nd LTTA event was planned as a workcamp with the title ""We are Europe"" with participants young people with disabilities in Northern Italy and had to be cancelled shortly before in the Corona risk area. The project was highly innovative and very complex. Four intellectual outputs are included as part of the significant results of the project: 1. Diagnostic tools (standardised diagnostics with self assessments and external assessments for cognitively impaired persons). The diagnostic tool captures the various dimensions of social and emotional learning competencies. 2. Manual on the importance of social emotional learning competencies (for instructors, teachers, etc.) 3. Concept for the promotion of social emotional learning competencies. The concept includes various areas differentiated by expertise, type and content. 4. Training modules for the participating teachers and specialists The tools that are target-group specific also contribute to further development and quality assurance in various occupational and business contexts, as well as in supporting and promoting learning. This is reflected in the implementation of vocational training for young people with cognitive impairments."