<< Objectives >>We want to find out what the differences are between relationship building in face-to-face learning and digital learning in vocational training for people with disabilities. The determinants of the relationship design in digital learning processes are to be compiled and documented and made available to all participants. The results should contribute to improving the quality of vocational training for people with disabilities in e-learning. We intend to continue to work more closely together.<< Implementation >>We will compile and document the different experiences of the partners both in face-to-face events and in virtual meetings. Based on the experiences, we will develop a summary that will be presented and discussed at a final symposium, as well as the experiences with this summary.We will disseminate the results together with regional and European organisations of which our partners are members.<< Results >>We will develop a summary that provides guidance on how to design relationships in digital learning processes. The aim is to enable teachers to build relationships more easily in online learning. We hope that the 18-month collaboration will deepen the relationships between the partners and build a network.

The project actually started on 6 July 2080 and the last return was on 19 July 2019. 11 trainees and two teachers were able to take part in an internship in four different countries (Poland, Spain, Italy, Hungary). The aims of the project were, on the one hand, to give the trainees more professional competence in their training professions, to strengthen their independence, their self-confidence and to give them life experiences that they would not be able to gain without the internships abroad. The aim was to give the outgoing colleagues an insight into vocational training for people with disabilities in the respective partner countries and at the same time to benefit from the methodical and didactical experiences of the colleagues in the partner countries. The internships abroad were of one week duration each. Those of the trainees had a duration of 2-4 weeks. One of the aims of the traineeships abroad was to support our participants on their way to more independence. Therefore, the trainees are only accompanied by a colleague at the beginning of their internships abroad (usually Saturday to Tuesday), after that they have to be independent in their daily life in the partner country, with the support of the contact person on site. The only exception was the departure of a group of ten (we put some of the participants on another project, so only some of the Spain drivers show up here)trainees to Spain. Due to their complexity, this group was accompanied by two colleagues for the entire time. For our organisation, these internships abroad were the first internships offered outside Germany. Accordingly, it was not easy for trainees who did not know this format to advertise it. Resistance also had to be overcome among colleagues of the vocational training staff. Two groups travelled to Wroclaw within the framework of this project - one group to gain practical experience in the administration of Polish companies, the other group was made up of trainees from the metalworking sector who worked in metalworking companies in Poland. Two trainees were with a new partner in Bologna in Italy, this partner is a social integration project for people with intellectual disabilities working in the horticultural sector. Most recently, we sent a group of ten participants* to Spain to a finca in Andalusia, where the daily work had to be done on a traditional finca in southern Spain. This group was accompanied by two colleagues over the entire period of two weeks. The participants came from the fields of horticulture and agriculture as well as home economics. One colleague, a teacher in the field of horticulture, had previously been in Spain for a one-week internship on this finca in order to familiarise himself with the educational concept on site. A colleague, teacher in the field of agriculture and horticulture, was on the one hand at the partner in Hungary, which is a similar institution, and on the other hand at different agricultural enterprises. The contents of this internship were the pedagogical concept as well as the methodology and didactics of training disabled people in Hungary and management of agricultural enterprises in Hungary.

This organisation has been awarded an Erasmus accreditation. The award of the accreditation confirms that the organisation has set up a plan to implement high quality mobility activities as part of a wider effort to internationalize its activities and to improve the quality of learning and teaching at the organisation. Accredited organisations are committed to a set of quality standards defined at the European level. By being accredited, the organisation gains continuous and easier access to funding for mobility activities of learners and staff under Key Action 1.

All participating institutions provide vocational training for young people with disabilities in accordance with the respective national education system. The increased need for support for young people can take many forms (physical, mental, psychological disabilities, social disadvantages, learning difficulties). The pupils involved in the project usually have neither foreign language skills nor international experience that is common in other schools. The project will involve up to 10 trainees in each institution. The average age of the participants is 19 years, all participants show an increased need for support. Due to the composition of the participating pupils it is particularly important that the project is practice-oriented. For this purpose we will create orchard meadows in two facilities and an insect hotel in one facility. In connection with the project topic of climate and environmental protection, we intend to make it practically accessible to our students, thus increasing awareness and, in the best case, bringing about a change in behaviour. To achieve this, all those involved must acquire the necessary background knowledge before the project can be implemented in practice. These activities, such as the preparation of joint actions or contacting and agreeing with other organisations not directly involved in the project or creating the necessary expertise (mostly in the context of teaching) are carried out in the respective countries, the practical implementation will then take place together in the partner countries. However, it is not only about the internationalisation of the organisations, raising environmental and climate protection awareness, but also about the promotion of the personal competence of our students. We intend to strengthen the personality, increase the self-confidence and self-esteem of our students. Ideally, successful participation in an international project gives our students a head start when applying for jobs in the primary labour market after completing their training. All three partner organisations see themselves as European acting institutions in an international context. It is therefore important to us that we internationalise the structures in institutions (e.g. bilingual or multilingual homepages) but also train our staff interculturally. By internationalisation we mean intensive contact, a permanent exchange of knowledge and experience, international flexibility and cooperation that takes into account other local conditions. We have to make our participants fit for a job market that is looking for intercultural skills and expects international experience. At the end of the project, two orchard meadows will have been created in two countries (Hungary and Germany), taking into account the current developments of the local climate. In Slovakia there will be an insect hotel at the end of the project, which will deal with the extinction of insect species. We will make the results of our project publicly available, and we will also publish the experience we have gained. In all three countries we intend to integrate relevant organisations such as nature conservation and horticultural associations into the project. As the participating institutions have different experiences in the implementation of international projects, we will all benefit from each other. A further effect will be for the participants from the vocational training staff that they will get deeper insights into the respective vocational training system. The way in which vocational training for people with special needs is organised in the partner countries will also be important. The participating institutions also strive for more internationalisation, although experience with international contacts and Erasmus+ projects varies.

"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."