"<< Objectives >>In our daily work with VET trainers, we regularly get the feedback that “interdisciplinary skills”, also called ""future skills"", are extremely important for their apprentices, as they build the basis for the everyday work. The condition of good work will be continuous learning and improvement; therefore, the teaching process must adapt to these changed requirements. Therefore, VET trainers and teachers play a key role for teaching soft skills and benefit from FST VET.<< Implementation >>#ACTIVITY 1: PROJECTMANAGEMENT (ibis acam)#ACTIVITY 2: Creation of a Future Skills Training curriculum relevant to the target group and the labor market (ibis acam, CDETB)#ACTIVITY 3: Creation of a trainer guide for the sustainable work with our products and the target group (ibis acam) #ACTIVITY 4: Creation of a digital Train the Trainer offer (ibis acam, CDETB)#ACTIVITY 5: Quality Management (CDETB)#ACTIVITY 6: Dissemination (ibis acam)<< Results >>FST curriculum: pedagogical approach, theoretical outlines and competence oriented goals FST guide: to specify the work with the specific target group of apprentices and and provide the trainers working in this field with pedagogical methods and toolsFST online tool: 15 Microlearnings + didactic approach for apprentice trainers (3) + Theoretical outline and transfer of the 10 most important future skills (10) + LifeDesign method box for teaching future skills in apprenticeship (2)"

In this mobility project, we applied for teachers, working life representatives and students. The goal was to improve the skills and competencies of the participants. To help students to become skilled labourers, to give teachers the opportunities to learn from methods used abroad and to improve the curriculum. At the beginning of this call we won the European award for being the most innovative college, this gave extra energy and media attention and a boost to the implementation of international activities. The project has gone well we succeeded in doing what we planned. We spend our budget almost completely in the first year of the period.There has been a change in the type of mobilities we offer, to support disadvantaged students and to increase the numbers of student that dare to go abroad, we have organized a number of projects of two weeks. This has a positive effect, more students went abroad, also from groups that normally never used to go.Staff mobilities are increasing, here we see that the interest to learn abroad is growing, more teachers see the need of keeping their knowledge updated and the possibilities to gain new knowledge abroad.We are involved in nine innovative KA2 projects, the majority for teachers, three of the projects involve also students. Da Vinci is coordinating one project. Because of the growing numbers and the investment in KA2 projects, we feel a positive attitude in college. We host a lot of guests from Europe and abroad, it is a normal situation to have foreigners in the college, students collaborate internationally, teachers meet and discuss possible projects for students. We try to benefit as much as possible from the presence of foreigners to give all students the chances to communicate in English and have internationalisation@home activities.In this mobility project students, staff and working life representatives went abroad. The partners are in most situations well known, sometimes a student finds a company that is accepted or staff participate in visits to new partners. The emphasis on quality is becoming stronger, we started using the Learning Agreement which makes the objectives of the training students do abroad more clear. We have set rules for tutoring the students via Skype or Whatsapp and if possible we visited students.Also for staff, it is clear how the procedure is working, they need to come up with clear goals and have a plan on how to implement the results in their daily working life. Going abroad in combination with working life representatives is a great extra bonus, it helps to create a common understanding and makes it clear that educating young students is a matter of co-creation.We have contracted since the beginning of call 2017 an English Teaching Assistant via the Fulbright program. This TA is working in the Language center, assisting in classes, tutoring students that need extra help, training students that go abroad and organizing activities for excellent students. The college has accpeted new strategy, internationalization is one of the pillars. This will be implemented in the years to come, but because of the success of the recent years, it is natural that we consider mobility, @home activities and participating in innovative projects as a basis for modern and challenging education.All in all call 2017 has been a continuation of our growing activities with new pathways to improve, broaden and deepen the offer for both students and staff.

Context of the ProjectCDETB provides an education and guidance service to people in custody in Dublin city prisons that is quality assured and focussed on promoting social, educational, cultural and economic inclusion. It promotes and supports the development of innovative and creative responses to the learning needs of adults in prison.A key objective of the project is to ensure that it's staff have access to continuing professional development which is relevant to their needs as prison educators and which will support them in developing a curriculum which meets the needs of their students. The job shadow visits will also facilitate cooperation between Irish and Norwegian prison educators in relation to the development of a Community Philosophy course to be delivered in both countries. It is hoped that this pilot project will provide a template for similar collaborative projects in the future. In a wider context, an important objective of the project is to provide opportunities for teachers who work in an extremely specialised context to learn from those who work in contrasting prison environments. Finally, CDETB believes that closer contact between prison education practitioners facilitated by mobility learning projects can help inform the debate regarding the quality of prison education provision in European prisons. In doing so it may encourage all states in the European Union to ensure that education is given a high priority within their prison policy.In all, there will be five participants; two teachers with extensive experience of delivering adult education courses in a prison environment will attend an Erasmus + traineeship course entitled 'Teaching character: Positive psychology for Every Teacher', in Slovenia. It is expected that our teachers will develop valuable skills in the area of resilience training which will benefit our students as they face the challenges of continuing their education post-release. Our Health and Fitness teacher will attend a training course in London to enhance her Yoga skills so that she can impart skills to students recovering from addiction.In relation to the job shadow element of the project, two teachers who have developed a course entitled 'Community Philosophy' will make job shadow visits to prison education centres in Norway to work with prison educators there in relation to the roll out of the course in education centres in that jurisdiction.The structured training to be taken by three teachers will enhance their ability to develop attitudinal qualities such as positivity and resilience in students who very often lack the confidence to pursue educational pathways because of negative childhood experiences of the formal educational system. The course entitled 'Teaching character: Positive psychology for Every Teacher', in Ljubljana, Slovenia will, according to the organisers help equip our teachers to facilitate curiosity, grit, persistence, and passion of students. Integrating positive psychology into the curriculum has the power to improve student engagement and accomplishment by helping them to stay optimistic, delay gratification, strengthen willpower and increase resilience. Our Health and Fitness teacher will attend a training course in London, Yoga: Mastering Addiction . This course will enhance her skill base so that she she can utilise her Yoga classes to complement the work of prison health care professionals in supporting those recovering from addiction. In the longer term, the project also has the potential to have other benefits. With closer contact between European prison educators there is the possibility that job shadow visits could provide the basis for collaborative projects between CDETB teachers and our hosts. One idea which might be explored is the design of a structured, cross curricular course dealing with the theme of racism and discrimination. There also is also the possibility of a joint music recording project between Irish prison education centres and those in the host countries.

City of Dublin ETB’s Adult Education Service is at the beginning stages of developing and delivering climate justice education programmes, specifically targeted at communities facing disadvantage and / or social exclusion. The Climate Justice Education Programme will be multidisciplinary, with courses provided through a range of mediums such as: textiles, art, craft, community drama, workshops, horticulture. The role of the Adult Education Service is to ensure access to education for those most marginalised from the education system, in particular those who have low levels of educational attainment. There are many public awareness programmes taking place around the topic of climate change from civil society environmental groups across Ireland. However, within the city of Dublin, most of these programmes appear to be targeted at either the general public or youth and do not make provisions for adults with low levels of educational attainment or literacy.The objectives of this specific project are to:- Provide professional development opportunities for adult education management and practitioners in the area of climate justice education- To integrate the learning from European Best Practice into the development of the Adult Education Services' emerging Climate Justice Education Programme.We have identified the need for professional development for core Adult Education Service staff in the area of climate justice education.The professional development needs include: - Climate Justice Education principles and theoryThis event will give a senior staff member the opportunity to tease out the strategic rationale and opportunities for climate justice education in adult and community education and to network and develop links with practitioners leading on this across Europe.- Climate Justice Education teaching and learning methods. Staff who attend these mobilities will develop their teaching and facilitation methods and skills on climate justice educationWe plan to have five staff members attend structured courses / training events between June 2020 and May 2022 which is will address the professional development needs outlined above. These staff members are representatives of the various strands of CDETB Adult Education Service including senior management and adult education tutors. It is envisaged that these staff members will attend 4 day long training events. The mobilities directly relate the to professional development needs of staff who will be involved in creating, managing and delivering the Climate Justice Education Programme as a whole and the individual courses that will be run as part of it. The Climate Justice Education Programme of the CDETB’s Adult Education Services will be a long-term programme. On return from their mobilities, staff members will have multiple opportunities for sharing their learnings and influencing the strategic development of the Climate Justice Education Programme. Staff will, on return, meet with the Adult Education Officer with overall responsibility for the project for a debrief and to articulate how these learnings can be integrated into their work in CDETB. They will publish a blog post which outlines their experiences and recommendations. In addition they will be part of a Community of Practice on Climate Justice Education and will share their learnings in this space. At its core, those tutors who travel, will directly implement their learnings in the classroom, providing a high quality, empowering and innovative learning experience for the learners.Ultimately this project will assist to develop tutor's and manager's ability to develop a climate justice education programme in the Adult Education Service of CDETB. This will have significant impacts in terms of providing disadvantaged learners with free access to innovative and creative educational programmes which will develop their critical literacy on climate change and empower learners to have agency on the climate issues facing them and to build solidarity with communities across the global south and in the rest of the world who are impacted most heavily by the climate crisis.The learnings from the project will be disseminated widely through the broad range of community, educational and environmental networks and bodies that the Adult Education Services are part of.

During the project 72 students completed a mobility period the average length was 41,6 days. Participants were from 18 different study fields and aged between 18-57 years. Part of the learners were apprentices as well as aiming for a further vocational qualification. Also 23 teachers were given a chance for a staff training period abroad, the staff members included study counseling personnel, prevocational teachers as well as teachers of general subjects and vocational teachers. the age range of the staff was from 27 to 61.Mobility periods affected participant’s attitudes, enhanced resilience and willingness to try. They gave a chance to work in changing situations in an unfamiliar working environment in a foreign working culture in most cases with a foreign language. The training periods gave chances for critical and creative thinking, understanding differences as well as boosted the learning skills and competences.The skills and competences obtained were integrated into the learners study paths. The new legislation asked the college to refresh the courses and studies that the student could gain competences on while working abroad. It has been made possible to gain competence points from both vocational studies as well as from core subject studies.The College offers all participants a common coaching session prior to the departure. Also online materials have been made available for the learners. The college is planning on starting CV and introductory letter workshops to support the students on their mobility period preparations.Helsinki Vocational College aims on giving all its learners equal opportunities for international learning. This aim has been supported by continuous development of the partner network to cover study fields that have not actively been involved in international activities. The project gave a chance to test simultaneous learning in the college: 16 French electrician and maintenance work learners were working in the college’s premises for three weeks. Helsinki Vocational College is sending a group to France this autumn to work in a similar environment. The hope is that this model of mobility suits the study fields and the learners that are not confident enough to travel and work alone.New models of cooperation were also developed for the new study program of nature and environmental studies, where cooperation was built with Allianssi and their voluntary camps. The students participation in these camps and tasks have been raised from their study plans and agreed in a training agreement.The cooperation has as well been broadened geographically. New partner country Malta became a possibility after a student’s workplacement in an elderly care center. Also teachers from the media studies opened the doors for cooperation in Portugal and cooperation was given a kick start with a KA2 project application. The length of the practical training periods have varied broadly from 14-100 days which has given a chance for a deep understanding of the working culture during the long periods as well as targeting in specific competences with the short periods. A rising trend has been students finding their own placements that fit their personal study plans and future visions.The staff motilities gave a chance for developing the colleges international competences. They were seen as a part of the pedagogical and guidance skills development. The participant staff gained understanding and abilities for guiding and preparing the learners for their mobility periods.The teachers were looking for new ideas for teaching as well as familiarizing with foreign schooling systems. All staff members had their personalized goals and they were offered a coaching session. Teachers were also sent in mixed groups from various parts of the college, to gain a broader perspective to the discussions and to network within the college.Helsinki Vocational College aims on giving its students competences needed in work and in life. Reaching this goal asks for international activities and cooperation.