MOVINVET is a mobility project for trainers and trainees from the second year of Vocational training centres. The Project has organized 28 mobilities for students and 3 for trainers, and one ECVET expert has come from Italy. Colegio Altair has leaded the consortium, and the rest of the participating centres have been:IES Federico Mayor ZaragozaIES Albert EinsteinEFA ElChatóEnseñantes del ArenalCES María InmaculadaCentro del Profesorado de SevillaThe project has included:- mobility experience for 28 students. 8 weeks work experience in Italy, Poland, Lithuania or UU. The internships after the vocational training studies have been complemented with an intensive intercultural preparation in the pre-departure phase.The Project has increases the possibilities of labour integration, learning languages, intercultural training, and life experience- mobility for trainers. 1 week in Germany to analyse ECVET system and the possibilities for being developed in the centres of the consortium,- mobilities for teaching. 1 week for an ECVET expert, to train about this system.

MOVINVET is a consortium of vocational training centers in the province of Seville that has been working together since 2014.MOVINVET is a mobility program for staff and students in the second year of intermediate vocational training cycles.In this edition, 39 mobilities for students have been developed for trainees in Italy, Lithuania, Poland and the United Kingdom.8 weeks in different European cities such as Cesena, Forlí, Vilna, Wroclaw and Derry.These are complementary internships to the VET Professional Training degree. Internships are complemented by an intense intercultural training developed before departure.It is a multisectoral project, with a wide variety of professional profiles.The objective: to increase the possibilities of quality labor insertion, language learning, intercultural training and life experience11 mobilities of staff have been developed in Bologna (Italy) in order to know in depth on the one hand the ECVET system and its possibilities in the centers of origin of the project. And on the other hand, to analyze the mechanisms and instruments that the Italian educational system has for the integration of disadvantaged groups.In this new edition of the project, the novelties have been:- 3 new sending centers- Increase in the number of mobilities, because of the greater interest in the centers and the greater number of sending organizations.- Some internal improvements, mainly in the management of the project and in the preparation of the participants as well as adding the intercomprehension as formative content.The consortium is led by Colegio Altair, and includes the following centers:IES HeliópolisIES Virgen de los Reyes IES Federico Mayor ZaragozaIES Albert EinsteinEFA El ChatóEnseñantes del ArenalCES María InmaculadaCAED Carlos Espigares Centro del Profesorado de SevillaThe project aim is to develop an international dimension of the centers, to offer the possibility of international practices, to promote language learning, and to consider the implementation of ECVET system.

"Inadequate STEAM-specific qualifications among teachers and a shortage of free-of-charge curriculum-linked resources are two major weaknesses that hinder the implementation of quality STEAM education at schools. Project “How To Raise An Inventor. Technology and engineering learning material for schools” was implemented in order to create an innovative STEAM training tool for schools across Europe. The main project’s goal was to improve the capabilities of target group pupils in primary and secondary educational institutions in the fields of technology and engineering. The project involved 6 organizations from Lithuania, Latvia, Poland, and the Netherlands. The partnership consisted of schools that required lesson materials for their curriculum, and expert organizations to produce the training tool according to the schools’ needs. The main outcome of the project is an innovative online training tool “How to Raise an Inventor” for pupils aged 11-13 (7th grade in most countries), but also adaptable for younger and elder pupils. The tool is available at website play.gaminu.eu in English, Lithuanian, Dutch, Polish and Latvian languages. It consists of four modules. Teachers and learners acquire knowledge about the whole set of tools: micro:bit, LEGO Mindstorms and 3D technologies.Modules “micro:bit MAKER"", “The Art of Making"" and ""Build an Arm Wrestling Robot"" are based on the formulation of real-life technical problems, hands-on application of tools and search for problem solution by applying ""Design Thinking"" methodology, which brings together skills in creative, critical and interdisciplinary thinking, teamwork and cooperation. The fourth module ""How to Make Ideas and How They Travel"" cultivates pupils' user-value orientation and the ability to turn technological solutions into business solutions. This way, lesson materials link technical education with entrepreneurship training. Teacher’s notes with methodology instructions accompany each lesson or project. This makes the materials possible to use even for beginner teachers. All four modules together are sufficient for weekly technology classes or extra-curricular activities for the entire school year. The effectiveness of the training tool was tested with 152 pupils in three schools in Lithuania, Latvia and the Netherlands during curriculum lessons or as an extra-curricular activity in school year 2018/2019. Based on feedback received, module developers prepared recommendations for teachers about the use of the tool. An expert conclusion about the suitability of the lesson materials was provided by STEAM professionals. It will be used for further promotion of the tool to other schools and individual teachers, self-learners in partner countries as well as worldwide. Positive effect on pupils’ target group is reflected in research data. The survey was carried out before and after testing of the lesson materials. The results clearly indicate that learners have improved their knowledge and skills related to project modules. Most pupils score their long-term interest in STEAM at about a 3 out of 5, with the distribution being slightly skewed towards choosing a career in STEAM. Regarding the wishes of the future profession, there was a positive effect on research and mechanics related professions as well as business, management and entrepreneurship after the testing.Another important target group for project’s activities was teachers. In order to improve STEAM subject knowledge and methodological skills, multiple learning events for teachers from and outside of partner organizations were organized in form of webinars and seminars. Lithuanian and Latvian partners even registered teacher training programs based on project’s lesson materials and will continue to provide teacher training at state-accredited competency development programs. The biggest positive impact in the partnership was expected and occurred in partner schools. In Latvia, technological training will become compulsory from 2020 as per state regulation. The project has helped the partner school from Riga to become fully prepared for this in advance. At the Lithuanian school, the training tool has helped to enhance the content of engineering lessons with new technological tools. At the Dutch School, the project was the first encounter with STEAM teaching. Schools continue learning from the project’s lesson materials in the framework of their curriculum. Project’s impact outside partner organizations was reached thanks to numerous dissemination events and learning activities. Through the network of associated partners, the strategic principle of joining formal, non-formal and self-driven learning was implemented. We expect that the number of people who benefit from the project will rise even more after the project’s official end. Positive long-term impact will be achieved through the development of pupils’ and teachers’ skills leading to more students and workforce in the technological area."

"Youth spend a considerable part of their day online, nowadays. Working with young people has transformed with generational change and pandemic.The generation Z of young people are basically raising in the virtual world hence the old tools for youth work may seem irrelevant or too slow for them. On the other hand, the pandemic has shown our unpreparedness of epidemiological or other types of crisis where working online is becoming the new normal. The zoom sessions and online meetings have been inseparable part of the youth work, but all of us have noticed how tiring it is for both youth workers and young people. Hence more innovative digital tools are necessary to promote the values of youth work, which will design more interactive, engaging and game tools to develop the competences of young people. The aim of the Strategic Partnership project ""Digital Tools for youth work"" (DiTo) is to rise quality of youth work through co-created innovative digital tools on designed platform to equip youth work(ers) and young people with know-how of digital tools what are based on real needs and opportunities. Project is cooperation between Tartu Youth Work Center from Estonia, Robotikos mokykla from Lithuania, Armavir Development Center from Armenia and EuroFRC from Poland. We believe that for creating effective innovative digital tools for youth work it is necessary to cooperate both international and nationally. The tools must be developed in the spirit of co-creation, where people from the IT field meet the youth workers and young people to address relevant problems via creative solutions. The project will promote a design thinking approach.Project outcome is Intellectual Output: Platform of innovative digital tools created during the project hackathons. Platform will function like resource bank of digital tools for ground level youth work.Project includes following activities:- Management activities like coordination, transnational project meetings and dissemination- Digitalization of Youth Work TC in Lithuania- Think for Youth Study Visit-Thinkathon in Armenia- Co-Creation of Intellectual Output (platform of digital tools) during whole project- Multiplier events, Final ConferenceJoint cooperation will lead to boosting creative potential of youth workers to develop youth work."

<< Background >>The project “The first steps in STEM, Robotics and Programming” represents the initiative of ZURY Association from Romania whose main goal is to tackle the need for online free education in the fields of STEM, robotics and programming among youth people. The idea of the project has been brought up both out of the specific needs of the promoting organization and the challenges educational institutions face in terms of online teaching of the young generation.Parents are usually reluctant when it comes to the technology used by their kids and youth, as such our products will try to shed a different light on the importance of positive consumption of technology by the young generation, stimulating them in the process of acquiring skills needed in the 21st century and growing the path for their future potential carriers.The constant and rapid evolution of technology has grown a sense of pursuit of skills that can accommodate much easier and meet the requirements of a demanding labour force.Through STEM education, we believe youth and children can not only develop relevant skills and stand out but also improve their self-productivity, creativity, imagination and finally innovate their own communities.General predictions and needs analysis has been conducted by the promoters with the following results:- the demand for mass digitalization and achievement of digital skills, to comply with current and future marketplace;- the interest in up-scaling educational content and reach larger amounts of participants from the target group concerned; - the development of a better coping mechanism in terms of supporting educational systems while facing crises situations.Through this project we will have the possibility to offer an online training course to all interested youth for free, thus increasing their interest and motivation to develop competences in a field where the demand is increasing exponentially.We, as promoters, are also encouraged by the fact that a free access to information on these topics would inspire others to build similar initiatives, gradually increasing the levels of achievement and interest of youth in terms of science, technology, engineering, and mathematics, which equally stand behind an important horizontal priority of the Erasmus+ programme. Just to give an example, for the next steps of the project we had very good responses in terms of structures interested to become a member in a network interested to support the learning paths of young people in programming, robotics and STEM. More than 30 structures joined our idea which let us to see the trend and potential development possible through our proposed Club.The project will involve 5 partners from RO, IT, FI and LT. It will be carried out for 30 months between the 1st of January 2022 and 31st of July 2024. 4 transnational meetings will be organized, as well as 4 Multiplier Events, near the end.<< Objectives >>In response to the need identified and described above, the specific objectives of the project were set to the following:1. Developing basic competencies of 100 youngsters in the fields of programming and robotics in a period of 30 months;2. Developing basic competencies of 100 youngsters in the fields of STEM education in a period of 30 months;3. Exercising the competencies of 200 young people entering the world of programming through an online e-game in a period of 30 months;4. Increase the capacity of working with programming, robotics and STEM of at least 30 members of a club of practitioners, for the benefits of young people, throughout the project.<< Implementation >>We have planned the following working packs following the experience of the partners involved in similar activities:1. Detailed planning2. Project management3. Partnership coordination4. Financial administration 5. Platform management 6. Team management7. Visibility8. Regular evaluation9. Risk strategies10. Monitoring11. Dissemination12. Follow-up & SustainabilityWP 1 - Detailed planning – this area is explained in the previous version. WP 2 - Project managementWe include here all the general coordination activities which will be listed in a summaries form in Work breakdown structure, GANTT and planner of the project. The most complex ones are, also, explained below, taken in separate working packs.As for the costs, we will have covered here staff working on the general activities of the project, apart from the ones specified in IOs.A special category will be made from the very beginning for Unforeseen Costs. WP 3 - Partnership coordination We have here updates regarding the following elements build at the beginning of the project:- The management of Virtual room;- Codex of the project;- Monthly reports;- Knowledge Unit;- Case study Unit;- Dictionary Unit;- Do’s and don’ts Unit;- Lessons learnt Unit;- Project archiving Unit; - Backup systems. More details about partnership working pack can be read in the cooperation and communication with partners area.WP 4 - Financial administrationWe start with a general guide explained in the previous section, Financial Unit. We continue with periodically financial monitoring and updates. WP 5 - Platform managementWe plan to have a platform which has a few roles: presentation web-site, dissemination tool, host for our intellectual product, communication with participants etc.The costs for buying a domain, setting up the frame, general presentation preparation, hosting, regular updates and special spaces for e-learning will be covered from management budget. Responsible for this platform will be one of our technical partners, Predict CSD Consulting.WP 6 - Team managementWe include here activities related to staff preparation: staff meetings, documents, regular monitoring, safety measures in place, time sheets preparation, space for team activities etc. WP 7 - VisibilityOur partnership will take care to properly respect the visibility rules establish by Erasmus+ programme. To cover a basic visibility of the project, we start with costs for flyer, poster, roll- up and the mascot (plush toy) and we continue with other elements specified below.WP 8 - Regular evaluationAs specified already, we will have monthly reports concerning the development of the project.WP 9 - Risk strategiesThis pack is explained in the Risk area.WP 10 - MonitoringThe partners responsible for monitoring will regularly check the progress of the planned activities and how the partnership is developed. There is a monitoring file in place, file which will be regularly updated.WP 11 - DisseminationA very large area which will be supervised in a special Unit in our Planner of the project. There we will have our indicators, activities and monthly we will go for necessary updates, adjusting actions, comparing what was planned with was is done or in progress.As cost categories, we will have cover at least the following: - Dissemination materials already mentioned on visibility;- Staff working on dissemination activities;- Facebook campaigns;- Other social media campaigns;- ROBO Caravan costs;- Renting spaces;- Facilitating our Practitioner’s Club;- Building a brand identity;- Special software used to edit images, videos, preparing animations etc; - Some printed materials;- Data storage etc.- Other costs to include people with fewer opportunities;WP 12 - Follow-up & SustainabilityWe explained the approach used for this pack in the dedicated section of the project.<< Results >>The actual results of the project will be: an online training course focused on basics in programming and robotics, an online training course focused on basics in STEM education and an online e-game focused on entering the world of programming. All these tangible products will be hosted with the support of an educational platform.The methodology that will be approached in the creation of the IOs envisions the use of interactive tasks, quizzes, slides, puzzles, mechanics, theory-practice connected activities and real-world simulations. Kolb’s experiential learning cycle approach will be integrated when possible in the learning content of the products, giving the participants access to progress logically with the content from concrete learning to reflective observation, abstract conceptualization and finally reaching active experimentation.The gamified approach towards all the IOs supports the constructivist theory of learning, which encircles the active involvement of participants in the entire learning process and knowledge construction, based on previous notions acquired, to the detriment of passive learning. In our sequence of learning content, the user will acquire knowledge and ability from trial and error, by making assumptions, exploration and progressive difficulty as levelling up. The constructivist teaching approach, contrary to the objectivism approach is centred on problem-solving. We believe that as future users will be able to solve problems and challenges offered through the online learning content, they will also discover the direct consequences of their actions, being at the same time capable to reflect on what they have done, on their immediate experiences and finally, build on their own understanding on things. Through failures and trials, the human being takes on an active process of learning that usually requires and forces him to think differently, approach things differently and see things from other perspectives.As such, the impact on the direct beneficiaries is expected to be a high one. They will be engaged in a multitude of practical activities, which will, in turn, increase both their physical abilities such as the capacity to pay attention, coordination, discipline, and their mental capabilities such as logical thinking, synthesis and analysis, problem-solving, ability to make connections etc.The expected impact will concern the participants/users that follow out online learning content. These will be:- young people, aged 13 to 30, including with fewer opportunities;- young adults, school or university staff/representatives: teachers, educators, lecturers etc.;- young adults educational centers’/NGOs’ representatives: mainly youth workers, volunteers, members, trainers etc.Other 1000 young people and young adults will take part in the dissemination activities, out of which 300 as part of the ROBO Caravan, and 700 as participants info sessions/presentations of the projects’ results. Among them, a minimum of 100 young people with fewer opportunities will be targeted, especially during the ROBO Caravan, in Romania.For visibility and dissemination purposes, the promoters will conceive, update and maintain a Facebook page for the project and another social media account, on a social media platform, which will constitute additional results to the project.Last but not least, a final notable result of the present project will constitute the Practitioners’ Club which will be formed out of at least 30 persons (teachers/educators/youth workers etc.) who will further on aim to develop their competences on the topics covered by the products created, either for their own benefit or as a mean to later on being able to transfer the knowledge and abilities developed under multiple forms while teaching and training their young people, pupils or students.