The COVID-19 pandemic has changed the reality of the education sector and has highlithened the need to transform the existing training systems to meet the current challenges. Just like all other education institutions, VET providers are facing the necessity to reinvent their learning environments so that digitalisation expands and complements the education process. Shifting from school-based education to learning via online platforms and the need for digital content have revealed not only the shortage of the digital technology at schools but also a significant lack of digital skills of teachers and trainers. Even before the COVID-19 crisis teachers in many countries reported the need for ICT training (OECD, 2019).The e-VET project seeks to establish a transnational partnership focusing on the needs of VET providers in view of the digital transformation of the education sector. The project partners will research and analyse the existing digital training solutions, methodologies and techniques for distance learning in order to identify the ones that are easily adaptable and transferrable to different VET training programmes. All the findings will be compiled in the Guidelines for Delivering Remote Teaching in VET.The project contributes to the Covid-19 situation by improving VET teachers’ digital competences not only to use the most up-to edge technologies but also encouraging them to be creators of the digital content which meets the best educational and pedagogical requirements. The project partnership seeks to create the so-called soft results - development of digital skills and guidelines, which could become a valuable resource of educational institution and in the long run ensuring quality and inclusive teaching and learning in various situations, e.g. remote learning due to various reasons such as quarantine, sickness, Erasmus mobility, revision, apprenticeship.The project forms a Strategic Partnership to support digital education in the EU aiming at:-Improving teachers’ digital competences to empower them not only to use various ready-made digital resources in remote and hybrid teaching but also to encourage them to be creators of digital content of vocational curricular by providing a practical training on using various apps, software and learning environments.-Developing the guidelines that will facilitate provision of remote/hybrid training for VET providers.-Implementing short-term transnational training activities for trainers of VET institutions who will be able to use the acquired knowledge and skills for the development of digital content and implementation of remote/hybrid training.-Establishing preconditions for the creation of international virtual learning environment and development of the joint VET programme among the partner organizations.Main target groups addessed:- VET teachers and trainers;- VET students;- VET providers;- Stakeholders (employers, associations, chambers).

The main objective of the Vilnius Zirmunai Labour Training Centre project “Competence development through practical training and apprenticeship” is to develop practical vocational skills of the staff and learners of the Training Centre, to strengthen their professional competences, taking over the best practices of EU countries, and to become better introduced to the practical training and apprenticeship. Trainees, apprentices, including apprentices with fewer opportunities or special needs will work placements in companies abroad:14 students studying the specialities of a tailor, hairdresser, manicure, masseur, carpenter, cook, bread baking, pastery cook, barman, waitress, hotel administrator, car mechanic, etc.will go to Austria and Germany, where they will get acquainted with apprenticeship and will have practice in companies. 8 students who learn to cook, confectioner, baker and other specialities will go to Italy and practice in Italian restaurants, familiarise them self with the peculiarities of Italian cuisine and improves their practical knowledge and competencies. Training Centre 4 learners of the Individual Lightweight Tailor - Cutter Speciality will go to Spanish sewing companies and during job practice gets acquainted with the creation of national, occasional clothing (from design to sewing). The duration of students practice is 3- 4 weeks.Linguistic support for 26 learners in mobility activities will be provided through EU’s online linguistic support platform (OSL). Vocational teachers will take part in training and job-shadowing visits of educational institutions and businesses, and some of them will carry out work placements in companies or training institutions.Teachers of the profession (massage speciality) will go to a training facility in Erfurt (Germany), where they will get acquainted with the curriculum of the educational institution and the training premises, and most importantly learn new massage methods. 7 participants - pastery cook, cook, waiter-bartender, bread baking and so on speciality vocational teachers, will attend practice and job shadowing in Hamburg. Vocational teacher (Individual Lightweight Clothing Tailor-Cutter speciality teacher) will go to Spain for 3 weeks to get acquainted with the best fashion house work in Spanish companies and to acquire / improve their competencies and skills.After implementation of the project by VZDRMC the following results are expected:- new professional-practical skills and knowledge needed to successfully integrate into the labor market will be improved and acquired through practice at the workplace;- personal and teamwork skills will be acquired, a sense of responsibility and self-confidence will be strengthened;- the VET teachers and staff, who actively works in the field of VET, will improve their professional skills and practical knowledge;- improved the practical skills of general and professional foreign language;- international work experience has been gained, which determines the competitiveness of the project participants and more successful integration into the national and EU labor market;- Improved and acquired skills, knowledge and work experience will be assessed and recognized at international level, Europass Mobility Documents and Certificates issued;- cultural and geographical horizons will be expanded, skills of adaptation in another cultural medium and international mobility experience will be acquired;- updated curricula, best innovations and innovations will be included in The Training Centre's modular curricula.- gained a deeper knowledge of the ECVET system.The project will contribute to the internalisation of quality assurance mechanisms in VET at the training centre and the recognition of competences and skills acquired through non-formal learning. The results of the project will be widely publicized.

In 2017 a group of VET stakeholders envisaged the need to create a European community of practice (EROVET) with the aim of devising tools to increase youth employability in Europe, mainly in countries, such as Greece, Spain, Portugal and Italy where youth unemployment rates were and still are very high. Eight partners in seven countries decided to join efforts and use their knowledge, experience and power to help reverse the situation. Although currently some countries such as Spain have improved their youth unemployment rate, the situation is quite similar and still much more needs to be done. EROVET partners still believe they can contribute to this important priority.Four working lines were then outlined with the belief that internationalisation, orientation, work-based learning and entrepreneurship could help improving the employability of our youngsters. The partnership has so far contributed with the creation of a European mobility network, a European job pool, an orientation resource bank and a guide on work-based learning. Nevertheless, this project aims to go a step further and expand the existing work of the partnership with new resources and training activities. Now in 2019, we recognise that skills regarding people, project and personal management are often not a feature of VET, but nonetheless a feature which businesses increasingly require. In response to this we anticipate the introduction of a fifth priority in our proposal, which focusses upon counteracting this recognised weakness and enabling both learners and businesses to succeed and develop faster. We expect that this innovation will help learners to manage people, projects and their own personal development enabling them to access better employment and careers. This element of work is aligned particularly to the European Commission New Skills Agenda which aims to reduce the difference between the training undertaken and how this relates to employment opportunities. According to all this, our objectives for this project are: -Complementing the existing work of EROVET and expanding the work with new projects, to support more young people, training centres and businesses across Europe.-Ensuring that the EROVET network is recognised throughout Europe as a leading edge partnership, becoming a reference point for VET stakeholders.-Ensuring that young people are more “work ready” and secure employability, technical and soft skills to meet employers current and future needs -Promoting education and skills provision that better aligns to employers needs, especially in key sectors respective to each partner country’s economic demands-Sharing best practice across a transnational footprint to enable the mobility of young people, their skills and employment.In order to make the most of the partnership eight different VET stakeholders from eight different countries will now contribute with their different strengths and specialisms towards the benefit of the partnership. This will ensure a holistic approach to partnership project activity encompassing fourteen particular specialist areas: electricity and electronics, energy, the environment, business, logistics, carpentry, hotel and tourism, health, ICT, metal work, car maintenance and repair, construction, engineering and design. This ensures a diverse range of opportunities and experiences for young people, training centres and businesses alike. The eight results of the project will be related to four of the five lines of the partnership and will complement the existing ones. Among others, we aim to produce:1.A video that will particularly promote VET training and emphasize on the different role models to counteract issues of gender stereotyping and also promote positive opportunities in key economic sectors of each partner country. 2.An Innovation platform where joint innovative projects developed by learners in the partnership will be uploaded. The platform will be also be the means to find mentorship, financial support or practical support to improve or develop the projects. 3.A course on managerial skills to train students for the identified gaps in their existing project learning related to the three P´s of management – project, people and personal management4.An app to support guidance and orientationAs for the impact, we aim to reach differing target groups at local, regional and European level: VET Training centres and teachers, VET learners (this being the main target), companies, employment entities, educational institutions and authorities, associations of training centres, other European networks and the European Commission (by participating in the VET Skills Week).We are confident that the project dissemination plan will ensure both a great impact on the improvement of the employability opportunities of our youngsters and a successful continuity of a partnership born from VET stakeholders that aim to contribute to VET European prioriti

<< Objectives >>Project goal: Establishing international cooperation between vocational training institutions and employers. As part of the project, we want to establish long-term cooperation to improve the quality of vocational education, raise its prestige, strengthen teachers' competences, exchange experiences, transfer applied solutions, and learn about European education standards.<< Implementation >>In project, we plan to carry out several-day study visits to schools associated in the partnership. The aim of these activities is to get to know the institutions, exchange of experiences and consultations between teachers. Additionally, visits to employers in the cosmetics and hairdressing industry will be organized, for which the foundation, which is part of the partnership, is responsible.In addition, we will carry out activities related to management, dissemination, monitoring, evaluatiion.<< Results >>Results planned to be achieved:-increasing the prestige and attractiveness of the masseur techniques and cosmetic services techniques,- increasing the level of language competences of vocational education teachers,- learning about trends in the industry, transferring certain solutions to your facilities,- cooperation with employers to organize joint initiatives for vocational training,- learning about the possibilities offered by the participation of schools and institutions in the Erasmus.

<< Objectives >>Green Leadership addresses 2 general objectives:1) to propose innovative approaches for skills development in VET responding to the needs of labour market and economy;2) to address environmental challenges by developing green competences of VET teachers, trainers and managers, as well as green and transversal competences of VET students.<< Implementation >>This project approach is reflected in 4 main steps:1) identifying best practices of green transition in the Baltic region;2) developing and piloting Green Leadership training program for VET teachers and managers;3) testing active learning approaches in VET: local green hackathons, Baltic Green Hackathon;4) sharing and promoting results and methods.<< Results >>Outputs include:1) Green Leadership training program for VET teachers and managers;2) Active learning methods;3) VET students presentations of solutions for green transition.The main result will be green competences and other transversal competences of participants.Target groups include VET teachers, managers and VET students. Indirect target groups are VET stakeholders, authorities, sectoral representatives, teacher trainers. Approx. 400 participants will be directly involved in project.