The project “D.A.N.T.E. - Development of Activities of iNternship for Trainees in the European union” resulted from a need analysis that highlighted the lack of professional profiles with the right skills to work within the tourism sector. The analysis showed the need to provide young people from Tuscany with concrete tools able to support their professional, social and cultural growth. The project “D.A.N.T.E.” allowed the realization of mobility programmes (Belgium, Malta, United Kingdom, Spain) for 100 young graduates from sectors such as tourism, art, designing, gastronomy, tourism hospitality, administration, finance and marketing. The project achieved the following specific objectives: -high quality standards were reached thanks to an adequate matching between each participant and his/her host company, the tailoring of training programmes and a constant monitoring and tutoring activity;-in the framework of the project management the involved organizations had the chance to strengthen their international networks;-national information and dissemination activities led by the consortium partners increased the opportunities for young people to realize professional experiences and enter the labour market; -the integration of the participants in national local companies is contributing to the internationalization and empowerment of the tourism sector;-the strengthening of the European dimension in school programmes and the improvement of teachers’ competences, in line with ECVET system. The project activities lasted 24 months (from 01/07/2016 to 30/06/2018) respecting a timetable structured in different work packages, some of which developed throughout the entire implementation: -work package 1 – Management of the project;-work package 2 – Preparation to Mobility (promotion, selection and orientation of participants); -work package 3 – Mobility Programmes; -work package 4 – Monitoring and tutoring; -work package 5 – Dissemination of project results. The project positively affected participants, partnership and the surrounding area (tourism and cultural sectors, local territory).Participants improved their professional profiles by acquiring new linguistic, hard and soft skills, as well as increasing their sense of belonging to the European Union. The expected impacts were fully reached: -100% of mobility programmes accomplished with the recognition and issuing of Europass Mobility to each participant; -100% of the participants improved their professional competences and soft skills; -60% of the participants placed in the labour market within the 4 months following the participation in the project. As for the partner organizations, their staff witnessed: -the improvement of the organizational abilities; -the empowerment of the ability to bring about innovation;-major internalization and transnational cooperation; -the strengthening of the collaboration within the Consortium. At the local and regional level, the project built a bridge connecting the labour market and VET sector while contributing to the development of the economic framework and the valorisation of local human resources by means of innovative training strategies.

The AEHN students mostly come from the villages of the municipality of Torres Vedras, a distinctly rural environment, based on viticultural and horticultural production and some industry. The students of the professional courses are usually young people who come to our school with low self-esteem and little commitment, with little or no life aspirations for the future, mainly motivated by the socio-economic environment in which they live and familiar mentalities.Participation in these international projects Erasmus + has made Europe known to these young people, as it is mainly for those with smaller opportunities that we want to motivate for the studies and to offer other alternatives and perspectives for the future. We can say that the mobilities carried out have left their mark on the students and have been very positive, because in these students the objectives proposed in the application were achieved. The 12 students from the 3rd year of the professional courses in IT Management and Programming Technician (TGPSI) and Graphic Design Technician (TDG), who completed the 11 - week Spanish - Barcelona mobility, completed their courses and have already directed their futures the majority continued to higher studies (situation that before not perspectivation) after the mobility returned more committed to bet on their academic formations in order to become more competent professionals. And the rest entered the labor market. The 14 students (1 student with Asperger's Syndrome) of the 2nd year, the Professional courses of Technician of Management and Programming of Computer Systems (TGPSI) and Technician of Processing and Control of Food Quality (TPCQA), and 2 accompanying teachers, who participated in mobility to the Czech Republic, with a duration of 3 weeks, this year they finish the courses and 5 of them will hold internships lasting 3 months. These five students, if they had not participated in the past year, would hardly have the courage to move to a stage away from the family and their comfort and protection environment for 3 months.The activities carried out in both mobilities (Czech Republic and Spain), in a context of training in laboratories and companies for the students of the second year (Czech Republic) and training in a work context exclusively in companies (Spain) met the expectations of students and allowed them to acquire new professional skills, develop knowledge in English and acquire skills in a new language - Spanish.The work developed by the partners contributed to the success of this project.Some of the objectives of participation in this project were: - to reduce the dropout rate and increase the rate of completion of professional courses, - to attract more interested and committed students to the vocational courses, - to provide students with new learning opportunities in diverse contexts ; - to acquire new linguistic, professional and personal skills, - to stimulate the taste for acquiring other socio-cultural, economic, historical and gastronomic knowledge of European countries, - to promote respect for difference and a sense of European citizenship, - raise confidence and self-esteem.Although some goals are only possible to quantify after some time (such as entrepreneurship, employability), we have already begun to have positive signs in general.At the institution level, considering that the reality of today leads us to have to think about the European context of formation, to know other training methodologies, to open new paths for our trainees, never forgetting the potentialities and fragilities of the local reality. The need to rethink our educational / formative practice in the present socio-economic context, to help the trainees, whether young or adults, to promote their learning and to increase their professional and citizenship capacities, were guidelines present in the implementation of the project. In this sense, the project was designed to promote good training practices, develop skills in trainees and trainers, foster communication among professionals, disseminate knowledge and bring people together, which we hope to see in the short term.The results of the project will influence the school's educational program and enrich new technological and professional processes. Impacts at various levels are expected on improving vocational education and practical preparation for students, increasing completion rates, increasing employability and / or entrepreneurship in the region, but they will only be visible in the long term.

"Education InnovationProject of non-professional adult education developed by a consortium composed of the following associations: kobiety.lodz.pl, Fundacja Centrum IN i W Człowieku Widzieć Brata (WCWB; translation: See brother in a man). By implementing this project, the consortium developed the cooperation (to a small extent, due to the pandemic), and strengthened the educational skills of the people participating in the project. A significant development, that occurs, was the visible change of attitudes and the embodiment of learned values into everyday activities in organizations.For the IN Center and the WCWB, participating in international mobility for the first time, gave a new perspective on cultural diversity. Clearly, it has broadened the involvement in adult education for the future. As an example, Centrum In has introduced a regular meeting with its audience in the form of ""Afternoon Tea"" (until the pandemic closed the possibilities). Nevertheless, Centrum In is planning to resume the educational activities from September 2021 again.The project mobilities were attended by educators with multiple years of experience, with a different profile of activities. The organizations, that have been visited and researched by the educators, varied in terms of the profile of activities and experiences in adult education. As a result, the project beneficiaries gained a variety of experiences that are used by them now. 15 mobilities were realized in the project. including 3 job shadowing and one attended an educational conference.Job shadowing's completed:- In the RATO organization in Portugal, whose experience allowed them to gain skills in the field of global education, inclusive education (social diversity), and work with seniors.- In the SITRA organization in Finland, where the beneficiaries have acquired working skills in the field of social innovation, circular economy, and working with social megatrends.- In the SLOMO organization in Slovenia, where the beneficiaries could experience the multi-level and multi-faceted cooperation of small local institutions, obtaining the ability to include dispersed groups in education. The inspiration here was a mobile club (a bus converted into a club). It was the club that used to come to people.Also, all visited organizations had the aspect of adhering to pro-ecological and equality values in all their activities.All mobility participants emphasized that it was important and easy to follow in all educational activities. Participation in the international conference Education, Research and Development allowed the participants to learn about new trends in education.The project was carried out in a form of consortium: * from the IN Center Foundation - 4 educators participated * from the Foundation in the Man to See Brother - 1 educator participated* from the Association of kobiety.lodz.pl - 7- educators A total of 12 people, 3 people took part in 2 mobilities. Total 15 mobilities.The development of the consortium's educators was achieved through participation in mobility. The projected results and impacts of the project were not fully realized due to the pandemic. It was not possible to implement all planned mobility by educators.Archived planned results: - 4 participants improved their communication skills in English - All participants increased their cooperation skills on the topic of cultural diversity- All beneficiaries learned about new work tools in the processes of adult education- All participants expanded their international contacts- All participants expanded their educational offer with new issues, values, or methodologyThe expected goal, that couldn't be achieved:- Increase of net-working support- Mutual support in target groupsAt the time of covid restrictions, the closure of institutions, the inability to conduct normal activities of our organizations - were the main blockages to achieve these goals.Other results that have long-term consequences were achieved:All beneficiaries implemented in their activities, in-depth care for the environment, the inclusion of aspects of promoting social diversity, increased attention to inclusive education, integrating aspects of global education, and greater emphasis on analyzing trends in social change to better prepare for the future.One of the tools that educators managed to use in educational activities are Megatrend cards developed by the SITRA organization and available to everyone at: https://www.sitra.fi/en/publications/megatrend-cards/Mobility participants considered international projects an intensive tool for their development. We are planning joint international projects. The effect of being inspired by the sense of global education is not only a new workshop scenario. A beautiful photo exhibition was created under the title ""The Whole”. It will take place in Łódź in October 2021. The author, Małgorzata Szymańska, also made a film version. The prepared educational offers based on the acquired skills in this project will be used in the future. We anticipate that we will pursue inclusive education after covid."

The TrainLead project joins the efforts of 7 organizations from 6 European countries (BG, RO, EL, TR, UK and ES), representing diverse stakeholders in the field of school education - secondary school, regional education authority, business training company, educational event organiser, VET training centre and a youth association. Our partnership would like to enhance the training provision of future school leaders, starting from South Eastern Europe (Bulgaria, Turkey, Greece and Romania) and expanding across whole Europe. Our main objectives are: to design learning outcomes framework in school leadership; develop a 5-month multilingual training programme in educational leadership and an online multilingual community learning space for supporting the training process; train 10 online mentors from 6 partner countries to support the implementation of the training programme; engage 20 senior teachers from Bulgaria, Turkey, Greece and Romania in a 5-month pilot test of the training programme; disseminate project activities and results across teachers’ communities in the 6 partner countries through a series of demonstrative events and social media campaigns. Our main target group are senior teachers, who possess potential, competences and experience to be quickly trained for school management positions and adopt the educational leadership paradigm needed for handling current and future challenges faced by schools and school education systems in general. Our training programme for future school leaders embraces innovation in several dimensions. The content will integrate various topics and concepts such as learning-centred leadership, distributed leadership, community and network leadership with additional emphasis on the role of school leader as a coach for high achievements, networker and system thinker. The knowledge base will reflect a cross-sectoral perspective on learning management (school education, VET, non-formal learning (youth) and the world of business). The learning methods will combine online education, self-directed learning, mentor support and peer collaboration. In addition, the whole process will be based on project-based learning concept. The future school leaders will have to engage in real leadership tasks during their training, which will allow for direct application of new knowledge acquired. Moreover, the online learning space will serve as a virtual community for exchange of know-how and provide mutual mentoring on school leaderships issues with school leaders on national and European levels, which will ensure continuous development of participants after their graduation. It will act as a self-developing professional development platform. Our main intellectual outputs (training programme, online learning space and policy recommendations) will have the following quality effects (intangible results): 1) Senior teachers involved in the focus groups will improve their understanding of educational leadership topic and develop a comparative perspective on its applications in different national contexts across Europe; 2) Senior teachers involved in the testing edition of the training programmes will develop or improve their knowledge, skills and attitude in the field of educational leadership; 3) Senior teachers reached with dissemination activities will improve their awareness on the topic of educational leadership and the prospects/benefits of engaging in a school management role; 4) Staff members of the participating organizations engaged as online mentors will raise their knowledge on the topics of educational leadership, online learning processes and the role of mentoring support; 5) Staff members of partner organizations in general will yield knowledge on international know-how in the field of educational leadership and improve their skills in development of online educational innovations; 6) Other training providers will be offered new concepts and methods for delivering educational leadership programs on both national and transnational level, which they can use for the development of their own training provision portfolios; 7) Decision makers will be provided with evidence base for conducting successful reforms in the field of school staff qualifications and preparation (initial and continuous training). The new approaches implemented by educational leaders trained within our programme will lead in the long run to better educational achievements of students, low rates of early school leavers and rising motivation for higher education enrollment, moving education systems closer to Europe 2020 targets.

"It is accepted that people gaining qualifications has an impact on economic growth, and on promoting social inclusion and sustainable employment. Skills have become the key drivers of individual well-being and economic success in the 21st century. The pace of innovation, technological transformation, digitalization and globalisation requires all people to engage in lifelong learning for upskilling, re-qualification or skills updating purposes. ICT skills have become essential to differentiate and modernize the study process in all stages of education, making it more conveniently accessible to every individual and relevant to the needs of adults trying to enter the European labour market. Distance education, distance learning, e-learning are modes of delivering education to students who are not physically present in a traditional setting such as a classroom. This is exactly the focus of the project aiming to define and validate innovative models, approaches and tools supporting personalized, active and engaging adult learners' personal development processes, based on self-awareness. The aim of the project is:* to work out digital courses; * to modernize adult education by introducing digital learning;* to bring adult educators and adults’ learners together in the face of new societal challenges towards a brighter, more connected future;* to fight unemployment;* to develop the skills of low-qualified adults and prepare them for job opportunities;- enhance and enforce adults’ engagement and motivation by implementing self-awareness/evaluation tools, inclusive guidance and learning solutions supporting reflective, engaging and active behaviours;*digital online training courses;* to improve content and delivery of adult education;* to provide with a tool assessing the level of crucial skills to use in adult learning contexts;*Improve leadership skills, digital skills, communication, interpersonal skills and language skills;*strong soft skills for a successful future career or business;*necessary steps and knowledge; *entrepreneurship skills; The Training Courses will have open access resources specifically aimed at: low qualified adults, NEETs, young people with fewer opportunities, training practitioners, teaching organisations, colleges and independent professionals in the field of youth employment, education and training. Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment. The project goes one step further for the results of the CREW project and is dealing with Personal, social and learning to learn; Cultural awareness and expression, Digital Skills, ICT, e-learning, soft skills. Although the key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society, the partnership has selected the aforementioned competences as they are more close to their experience and professional capacity.IO1 Training Course in Digital Literacy is a very crucial part to develop the skills of adults and appeal to a wide range of users and stakeholders. The content will be clear, accessible and easy to use and can be applied to a number of different scenarios, countries and organizations. IO2 will be a Training Course on ""Career Management Skills"" in order to develop the interpersonal, intrapesonal skills of adults and management skills as well as IO3 Training Course on Communication and self improvement skills where adults will work on their communication skills and further self-improvement. Furthermore, IO4 the Self-test of appropriateness as an Entrepreneur is an important self-evaluation and assessment to test the leadership skills of adults, their empowerment, creativity and resilience. Thus, the partners will support improving the Quality and Innovation of adult learning processes of low-qualified adults with such a variety of training systems, institutions and practices. They will also highlight the importance of new key competences for each adult, the usefulness of the materials, the understanding and recognition of skills and qualifications in European and beyond, as well as interconnections between formal, informal education, vocational training and other forms of learning and labour market respectively; they will help improve the position and social perception of low-qualified adults in the labour market and education.Finally, the project will strengthen the occupational/career profiles of job seekers and young adult professionals. It will educate properly and teach adults how to properly become responsible adults, how to successfully enter the labour market, how to cultivate valuable skills that will help them in the future, but also to develop those skills in a way that is interesting, intriguing and fulfilling for them. This can ultimately increase their love for knowledge, expand their horizons and critical thinking."