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).

"This Erasmus+ Project was initiated to address the disturbing situation for youth on the European job market, with the unemployment rates in Europe and in the participating countries from 23% in Turkey to 10% in Norway. Youth unemployment is a huge problem, not solved by this project only, but nevertheless important to face. The main aim has been to facilitate the young students’ way from education to work.Many students in our schools are somewhat disadvantaged, descending from poorer families, some are slow learners and some are refugees. So there are economical, social, pedagogical and geographical obstacles. The target group has been students in upper secondary vocational schools. We chose to involve them in our project as participants, both in activities at home and in the project meetings. Therefor it has been important to find tools of rising their self-esteem. Not all our students could join the international meetings, but we conducted various workshops in home country/school. Each partner brought at least 15 students (age 15 to 24) and 6 teachers to the 3 meetings abroad. In addition a lot of ""local"" students and teachers were involved when their school was hosting a meeting. During a period of 19 months we conducted 5 meetings, 1 for the coordinators to prepare the details of the project and 4 including students and teachers where we collaborated in several workshops, had lecturers visiting from governmental and private organizations to educate us on the topic chosen; to search for jobs, to write applications and CV, to promote one selves and conduct an interview. At home the partner schools did various local projects, giving seminars and courses to relevant classes / groups. On the meetings the local schools arranged various guided tours so that guests could learn more about the country/ city they were visiting. For some it was surprising to see the similarities between the schools and everyday life, for some there were strange differences. But still, doing practical stuff together like walking, sharing a meal, watching a cultural event or a historic building together, gives a feeling of togetherness that is not digitally accessible! The wonders of the Cappadocia landscape in Turkey, the bustling Brussels in Belgium, the furious volcano Etna in Italy and the fjords and waterfalls in Norway gave marvelous frames to our work.During these workshops and at home, we made various products, our own logo and examples of good applications, CV, job interviews and documents on netiquettes. But most important was the process of making these products, to guide the students’ development when learning to promote themselves, when preparing for an interview a.s.o. Originally we planned to create and print a leaflet, but for practical and environmental reasons, we decided to upload relevant products on our website. We made a shared Google instead of a leaflet because it is more elaborate. That will make our products easier accessible to new teachers and students, and Belgium are responsible for the website as a platform for all our outcomes. In the applications we wrote that “the students will have to use ICT and English for work on the project products and communication would also add to the the greater chance of their future employ-ability!” This proved important for several students in the project. The general ICT –skills were fairly poor, and to many students speaking English was difficult. Taking part in this project have motivated many of them to improve their language skills. Hopefully both students and teachers involved recognized the importance of knowing at least one “world” language to be able to cooperate with fellow citizens in the world. If we now ask our students what was the nicest about joining the project, most of them would probably answer; meeting peoples and making friends! In the long run, that is the most important thing to do, to secure friendship and peace between people."

<< Objectives >>Since the pandemic caused huge damages in our lives, with the WISH project, we mainly want to minimise its effects by equipping teachers with practical tools to deal with students’ wellbeing in the school environment so that they can recognize the power of emotions in their lives. With the help of the techniques and the activities, teachers will easily cope with the problems related to the issue and students will learn to regulate their emotions and find happiness within themselves.<< Implementation >>There will be 2 types of transnational activities: training for teachers and learning activities for students. First of all, teachers will receive training on the topic of positive emotions, EFT and happiness along with many workshops focusing on specific techniques. On the other hand, learning activities will focus on students’ recognition of their emotions to develop social and emotional competence in four different fields to be organised: relations, creativity, flying high and happiness.<< Results >>As the main project result, we aim to prepare a methodological guide (MANUAL) for all teachers regardless of their majors, with the help of which they will have both the theory and some practical ideas to deal with students’ mental health and wellbeing which have been damaged a lot due to the pandemic. A website for the project results and the activities: the manual will be shared in partners’ languages as well as in English to reach more teachers and students.