"<< Background >>The project topic is hybrid learning for disadvantaged adults. We understand simultaneous hybrid learning as an educational model where some students attend class in-person, while others join the class virtually from home. The need for the present project appeared during the pandemic time since spring 2020. Most of the teachers and adult educators in the world faced the challenges to transfer the learning online, but later it appeared that even if we are able to work with our groups offline, there is always a risk that some participants can't join due to their illness, geographical obstacles or other reasons. It means that we have to find effective solutions for hybrid learning. This task is especially difficult if we work with disadvantaged learners.<< Objectives >>The partnership is looking for successful solutions of hybrid learning in order to help disadvantaged adults to learn, support inclusion and improve the availability of high quality learning opportunities. We see that the world will never be the same again and hybrid learning should be available for all people whereever they live and whatever special need they have. Improvement of the adult educators' competences will support the learners in achieving better learning results. The project team develops supportive materials for organisation of hybrid learning for disadvantaged adults and their implementation will make adult education at least in participating regions more inclusive and equal. In the project we focus specifically on the people with intellectual disabilities, immigrants and learners in rural areas. This choice is connected with the target groups we work with. In local and international partnership we are planning to develop a toolkit including methods and tools, which will support the learners in hybrid environments; a training programme and a e-learning self-study course for the adult educators.<< Implementation >>In order to reach the expected results of the project the partnership has planned the following activities described in chronological and logical sequence:- Online kick-off meeting- Learning programme in Estonia -Piloting of the toolkit with disadvantaged adult learners in the project partners’ countries- Learning programme in Malta- Piloting of the training programme on hybrid learning in the project partners’ countries- Learning programme in Spain -Local development work on the e-course- Piloting of the e-course in the project partners’ countries- Finalizing the intellectual outputs and preparing for the final project meeting and multiplier event in Turkey- Final project meeting in Turkey- Hybrid multiplier event in Turkey- Evaluation of the project and its results, finalizing and submitting the report.Three intellectual outputs of the project are interconnected and constitute the package of resources addressed to the educators and aimed at enhancing learning of disadvantaged adults in a hybrid way.Our methodology is based on the principles and values of andragogy, Paulo Freire's dialogic pedagogy, theories of self-directed and transformative learning.<< Results >>The project expected results are the following:1. One-week training in Estonia for the adult educators on the topic of ""Hybrid learning"". The participants will find out how to organise and lead hybrid learning effectively (each partner sends 2 participants to Estonia and 2 participants from each country work with us online). This form gives us a chance not only to learn how to teach in a hybrid way, but go through this experience together. During that week we also discuss which of the presented methods and tools can be used with our target groups.2. Two international learning programmes in Malta and Spain for the project participants, so that they could learn together and develop the intellectual outputs in a team.3. One hybrid multiplying event in Turkey in order to disseminate the project intellectual outputs (at least 100 participants offline and online).4. At least 15 adult educators took part in the project mobilities and developed their competence in organisation of hybrid learning including hybrid learning for disadvantaged adults.5. At least 20 adult educators took part in the project learning activities online and developed their competence in organisation of hybrid learning including hybrid learning for disadvantaged adults (12 of them during the learning programme in Estonia and the rest in other programmes optionally).6. At least 40 adult educators from the partner countries took part in piloting of the training programme on hybrid learning for disadvantaged adults and developed their competence in the topic.7. At least 20 adult educators tested the self-study e-learning course on hybrid learning for disadvantaged adults and developed their competence in the topic.8. At least 90 adult learners from disadvantaged background who took part in testing the toolkit for hybrid learning.The project intellectual outputs are:1. Toolkit of methods to use in hybrid learning for disadvantaged adults2. Training programme on hybrid learning of disadvantaged adults for adult educators3. E-learning course for adult educators on organising in hybrid learning of disadvantaged adultsNew training programme, toolkit and e-course offered to other educational providers working with disadvantaged people together with support for developing hybrid learning opportunities. At present hybrid learning opportunities have mainly been applied in higher education. The outputs developed in our project with certain adjustment could be applied in vocational, general and adult education."

"The project was initiated by the vocational high schools of the wood industry, which are isolated in Normandy and whose students are mostly from rural areas and not very mobile. On the economic and environmental level, the wood industry represents strong stakes for the territory which counts 14500 employees distributed in more than 3000 companies. At the same time, the sector is confronted with the problem of school dropouts, with students choosing their orientation by default or by geographical convenience. The vocational high schools, coordinated by the Groupement d'Intérêt Public pour la Formation Continue et l'Insertion Professionnelle (GIP-FCIP) and the Délégation aux Relations Européennes et Internationales et à la Coopération (DAREIC) have therefore worked together around the following general objectives and expectations :- Develop professional, social and intercultural skills of the future Norman actors of the wood industry, learners and staff, thanks to training periods abroad and exchanges of practices between schools, non-formal education actors and foreign partners. Expectations: skills recognized by a European Europass certification and international mobility option in the baccalaureate. Creation of a mobility network in the wood industry.- Fighting against school dropout by integrating vulnerable or dropped out students into the project to give meaning to learning and to consider a training pathway that will lead to qualification and development. Expected results: effective mobility of the targeted groups, motivation and self-esteem restored, dropout rate in the wood industry reduced. - Develop a culture of mobility within the institutions to make it accessible at any time of the curriculum. Expectations: Inclusion of mobility in school policy and continued commitment to the Erasmus + program. Increase the mobility of students and staff in the context of work-based training periods. - Increase the feeling of belonging to the European Union by sharing common professional issues and encourage greater civic participation. Expectations: participation of students and staff in the dissemination of information on European programs, involvement of students in measures to promote Europe and its values. The teams, organized in internal steering committees, have led a partnership work within the consortium in an enlarged committee gathering all the actors and the associations ""relay mobility"". The training days included in the Academic Training Plan, the individualized support of the GIP FCIP, the consortium leader, and the DAREIC, the creation of a shared resource site and a Twinspace have strengthened this networking. If the number of mobility stays below the forecast because of the health crisis, especially for the learners (74 learners mobilities out of 192, including 14 dropouts out of 16 initially forecasted, 30 trained staff out of 31), the positive impacts observed are important : For the students: increased self-confidence, acquisition of professional and social skills recognized by a Europass and obtaining the international mobility option in the baccalaureate for all participants in their final year. A majority of the students who had dropped out of the program continued their studies. For the staff: new professional and linguistic skills, with some of them being certified to teach in a foreign language in their professional field. For the schools: a culture of European mobility and networking has been established. The high schools are all involved in new Erasmus + projects, some of which will apply for Erasmus + accreditation in October 2022. European offices have been created in the schools to inform and support students and families. The high schools are all in the process of obtaining the EUROSCOL label.For the academy: increased visibility of Erasmus+ programs and a strong increase in the participation of vocational high schools in the program (more than 82% of the vocational high schools in the academy are now involved in an ERASMUS+) as well as a strong increase in the mobility of vocational students (+48% in 4 years); a valorization and a visibility of the vocational courses by the integration of a mobility in the training course with the regular testimony of the students during the ERASMUSDAYS and during the events organized within the framework of the Regional Committee of Mobility; a more equitable access to the international mobility for the whole territory of Normandy thanks to a concerted mobilization of the networked actors."

The project “International mobility - opportunity to improve“ is designed for students and vocational teachers of Alytus vocational training centre and the people organizing educational process. It is seeking in this project to cover the widest possible range of training programs applied at Alytus vocational training centre, so the project has even seventeen host partners in ten countries. All partners are vocational schools or institutions closely associated with vocational training, the part of them has Erasmus + mobility charters. This project provides two inbound teaching visits, during which will be implemented aerography training sessions for students and vocational teachers of Alytus vocational training centre and other vocational schools, the next one will be for cook training program students and teachers to teach them the delicacy of the Italian kitchen. The aims of the project: - Improve students' technological knowledge and skills, to enhance the competitiveness of future professionals in the labor market introducing the quality of services, working innovations, the requirements of qualifications as well as national features applied in the other EU countries; - To improve students' social and general competences: intercultural communication, the skills of socialization, teamwork and a foreign language; - Develop students' international mobility, their ability to assess their own competences and integrate themselves into the international labor market; - Create opportunities for vocational teachers to develop their professional, technological competences, to take over the best educational practices and adapt them in their work; - Provide the possibility for each teacher to self-evaluate their professional activities, to plan professional development, to try new teaching (learning) methods creatively and new technological equipment; - Create opportunities for vocational teachers to develop the personal initiative, to improve their skills sharing the samples of the best practices with colleagues of other foreign countries. The students, participating in the project, have common aspects: to acquire new competences, to improve the professional foreign language skills, to train during the practice to use modern equipment and technology, to acquire the possibility to adapt to changing labor market needs. During the project, it will be ensured that pupils have the opportunity to improve their professional skills while working with the latest technology and equipment. During the internships, they will work in Spanish, Germany, Latvian, Finnish, Estonian, Italian, Slovenian, Danish, French and Polish vocational schools and business companies and will use the most modern equipment and improve their professional competences, will get acquainted with the highest requirements of work culture and health and safety, the history of a host country, culture and traditions, will develop their linguistic skills and professional motivation. The outcomes, achieved during the students international mobility, will be validated and recognized using elements of ECVET, which will provide the transparency of vocational training, mutual trust and mobility in the space of vocational training. Teachers will get acquainted with the curriculum of foreign vocational training, training programs and qualification requirements for employees, analyze the practical organization of the work process in companies, the services provided to customers. By participating in the activities of partner‘s organization they improve their professional and social competences, will take over the best educational practices and adapt them to their work. For each participant, who will successfully complete the internship in the foreign partner‘s organization, will be issued the Europass Mobility Document, which will reflect the acquired new skills during the internship. Host organizations will also provide them with their institutional certificates, which will confirm the internship, implemented abroad, and acquired competences. During the project and after it the information about the project and its results will be published on the website of Alytus vocational training centre. It will be arranged the dissemination conference in order to disseminate the results of the project participants and it will be invited the representatives of Lithuanian vocational schools, employers and it will be published an article in the media. During the implementation of the project‘s dissemination the information about the project and its outcomes reach a lot of students and teachers of Lithuanian vocational schools, the academic community of schools, society, the members of partners‘ organizations and members of practice institutions.

The project “Qualitative internship - step towards successful career“ designed for students and vocational teachers of Alytus vocational training centre and the people organising educational process. Within this project we were striving to cover the widest possible range of training programmes applied at Alytus vocational training centre, so the project had even thirteen host partners in five countries. All partners were vocational schools or institutions closely associated with vocational training, the part of them has Erasmus + mobility charters. This project provided the first teaching visit, during which aerography training sessions were implemented for students and vocational teachers of Alytus vocational training centre.The aims of the project:- to mprove students' technological knowledge and skills, to enhance the competitiveness of future professionals in the labour market introducing the quality of services, working innovations, the requirements of qualifications as well as national features applied in the other EU countries;- to improve students' social and general competences: intercultural communication, the skills of socialisation, teamwork and a foreign language;- to develop students' ability to assess their own competences and integrate themselves into the international labour market;- to create opportunities for vocational teachers to develop their professional, technological competences, to take over the best educational practices and adapt them in their work;- to provide the possibility for each teacher to self evaluate their professional activities, to plan professional development, to try new teaching (learning) methods creatively and new technological equipment;- to create opportunities for vocational teachers to improve their skills sharing the samples of the best practices with colleagues of other foreign countries.The students, who participated in the project, had common aspects: to acquire new competences, to improve the professional foreign language skills, to train during the practice to use modern equipment and technology, to acquire the possibility to adapt to changing labour market needs.With this project we strived that students would have the opportunity to improve their professional skills while working with the latest technology and equipment. During the internships, they worked in Spanish, Polish, French, Finnish, Estonian, Latvian and Slovenian vocational schools and businesses and used the most modern equipment and deepen their professional competences, got acquainted with the highest requirements of work culture and health and safety, the history of a host country, culture and traditions, developed their linguistic skills and professional motivation. The outcomes, achieved during the part of the students international mobility, were validated and recognised using ECVET, which provided the transparency of vocational training, mutual trust and mobility in the space of vocational training.Teachers got acquainted with the curriculum of foreign vocational training, training programmes and qualification requirements for employees, analysed the practical organization of the work process in companies. By participating in the activities of partner‘s organization they improved their professional and social competences, took over the best educational practices and adapted them to their work.For each participant, who successfully completed the internship in the foreign partner‘s organization, the Europass Mobility Documents were issued, which reflects the acquired new skills during the internship. Host organizations also provided them with their institutional certificates which confirmed the internship, implemented abroad, and acquired competences.During the project and after it the information about the project and its results were published on the website of Alytus vocational training centre. Dissemination conference was arranged in order to disseminate the results of the project participants – projects participants, Alytus vocational training centre community members and employers' representatives were invited into the conference. Article about implemented project was prepared and published in Alytus region newspaper. Also TV reportage about Erasmus+ carried out activities in Alytus vocational training centre was broadcasted on Alytus region TV. This project participants also shared their experience and impressions about implemented mobility activities.The project and its results reached the following target groups:- school‘s students and teachers;- educational institutions and community of Alytus region;- employers' organizations.

The general objective of our project “Teaching in the Digital Age” is to increase the quality of VET education by motivating teachers of maths and vocational subjects to use modern methods of teaching with a strong support of digital media. In our project we want to initiate a process of continuing professional development of teachers and independent learning by joint work among teachers of partner schools and thus to help teachers through informal learning by sharing experience and good practice of all partners to integrate IT in teaching/learning more intensely and to introduce new pedagogical methods essential for teaching in the digital age. Three to five teachers fo each partner school will participate in this partnership. At least one teacher of maths and three to four of vocational subjects according to the study programme of each partner school.In compliance with the vision of 21 century education - learning anywhere, anytime, through any device, with a support of anyone - we can indicate trends accelerating educational technology adoption in schools and important developments in educational technology. Among major trends belong: the changing role of teachers as a result of ICT influence, an increasing focus on open educational resources and on stimulating new models of teaching and learning practices using both traditional and virtual methods. Technological developments that can support these drivers of innovation and change are cloud computing and tablet computing that will make use of services such as Google Apps for Education, Skype and Dropbox. The important part of the project activities will be five learning/teaching/training activities/workshops focused on job shadowing, sharing information about using flipped classroom and cooperative learning, and on how to create e-learning materials (e.g. podcasts).During the project and on its completion we will develop educational and methodical digital learning materials for supporting cooperative learning and flipped classroom with the use of ICT created in native languages. Some of them will be translated in English (podcasts, video lessons). The important material created by joint work will be the Position Paper summarizing results from SWOT analyses on using digital media and teaching/learning methods where we declare our position about how the effective education should be, what can be improved, how can we contribute to it. The main benefit from the project for teachers will be knowledge of other and new options for use of information and communication technologies in education, the implementation of new methodological approach and higher motivation for further study. The teachers acquire competences to use new teaching methods and digital tools. Improved international teamwork and broadened their personal horizons will be another benefit. Another profit will be establishing new relations that can lead to further continuation of foreign cooperation.The schools will increase quality of teaching/learning vocational subjects by implementing innovative methods and practices in VET, increase their prestige, open themselves to more intensive international cooperation.Through e-learning materials for which the topics will be chosen by companies, the real activities and problematics of those companies will be transfered to school and thus students will get to know more about their future possible employers and jobs.Teachers involved in the project want to develop opportunities which this project has offered them and want to keep on using flipped classroom, cooperative learning and digital media after the end of the project.