"Parents of all cultures are interested in ensuring that their children can develop well, learn successfully at school and grow up healthy. Every year in Europe, over 3.7 million children are born into a densely populated media world, whose development involves an unstoppable media influence. From our point of view, this is the greatest challenge in the history of education, combined with a constant task of preventive debate. The European Parliament is also aware of this; it has already called for 2012: ""to exhaust all possibilities in protecting children in the digital world and to systematically train parents"". Parents are therefore the direct target group in @home. The need for European parental education with regard to their own media competence, but especially their media education, is growing across borders. Children and young people today are not only at home earlier and earlier in digital media and find more and more complex online worlds and possibilities. It should also be emphasised that, unlike in the real world, consumption is beyond parental control and parents today often have little media knowledge and media competence. Children quickly realise that they are superior to their parents in this area. A family problem develops in view of the failure of resigned parents to set limits and the increasing helplessness experienced, which as a permanent field of conflict has an impact on family life. Although this increasing need for parental education exists, the form of support that parents need seems to be changing. Parents' evenings at schools are declining and online seminar rooms are in demand. Why? There is no need to travel to school and additional childcare does not have to be financed and organised. Anonymity is given, which can be helpful especially for sensitive topics. Digital learning materials also have the advantage of being able to respond to the increasingly different prerequisites, experiences and interests of learners. With digital media learning can be made even more active and individual. Parental education in Europe today should therefore increasingly take place freely, i.e. in non-institutionalised contexts and, since the possibility of learning with new media, also independently of time and place. With the implementation of @home, involving politics, the community and parents themselves, we in a consortium of AT, BG, GR, SI and DE are facing this sustainable educational task with a double strategy, which on the one hand builds on the teaching of instrumental-qualifying skills, and on the other hand uses above all a critically reflected approach. The declared aim of ""@home"" is to combine both and integrate them into the social context of media education in the family. The following results were achieved in the implementation:1. systematic exploration as a needs analysis: what form of support do parents in Europe need, and on what issues? 2. a multilingual digital parents' consultation in the form of a web-based APP ""You, Media and Me - YouMMe"" in 7 languages including English with the following features: - 12 educational films to support the parents' own critically reflected handling of media - Working materials to teach basic skills. Originally, a monthly meeting of experts was also planned, which could not take place as planned due to the special situation during the Covid 19 pandemic. Instead, an additional ""Dictionary"" was created in which important terms of media education in the Länder were collected and explained to parents. 3. monthly question memory: frequently asked questions from parents, answered by the team 4. The originally planned five stakeholder round tables and the final symposium in Brussels could not take place as intended. They were partly conducted virtually, the final symposium was adapted and held as a hybrid event in Graz. The research situation, the view and the experience in Europe are different, therefore we need transnational learning in professional exchange, in search of possible solutions. With the implementation of ""@home"" we are actively shaping the European cross-sectional topic: ""Media Literacy Education"" through interpersonal, intercultural and social competences in Europe.Since this educational topic is still very young due to rapid growth, we have a lot of catching up to do in Europe in the field of prevention. A political project advisory board under the direction of the patron Eckhart Pols will open doors and ensure the transfer of all results in the project. In this way, we will ensure that this social education topic has a lasting effect on families."

<< Objectives >>KNOW FAKE will contribute to digital literacy in families and adult education. With the help of an analog card game and the accompanying handbook, KNOW FAKE succeeds in implementing the EU action plan against disinformation, educating and building media literacy. The pandemic and currently the Ukraine war have produced a lot of disinformation. That is why critical thinking is needed. KNOW FAKE makes an important contribution in everyday family life.<< Implementation >>- Development and production of an analog card game KNOW FAKE with digital elements in 6 European languages.- Development and production of a manual KNOW FAKE with digital elements in 6 European languages - with didactic-methodical accompanying material for families and educators. - multiplier events in each partner country- Presentation of the results of KNOW FAKE at Didakta 03.2024 in Cologne.- KNOW FAKE website with all results in 6 European languages.<< Results >>- An analog card game on the topic of disinformation with digital elements for media literacy education.- It is produced in 6 European languages and can be expanded at any time.- Manual for the game with pedagogical-didactic impulses for parents and teachers. Content: background information on recognizing fake news and disinformation, knowledge about analyzing social media: working methods, professional codes, quality criteria, forms of presentation, research strategies, etc.- MV's

The main goal of ‘Real Challenges for VET students’ (RC4VETs) project is to create realistic challenges based on a real problem/situation for the students and facilitate their transition into the labour market. These challenges will be designed by real companies based on their needs and will be worked by one or more teams of Vocational Training students from different countries. One of the main characteristics of the challenges should be: multidisciplinarity. It means that it should be worked with students from different study programmes. RC4VETs aims to eliminate the GAP that exists between the theoretical and practical knowledge received during the training and studies, to create practical challenges for the students in a competitive environment, which dominates in the professional world and to integrate these challenges into the work of our teachers and educational centers. The target groups of RC4VETs will be the students of six vocational training providers from: Bulgaria, Italy, Greece, Portugal, Slovenia and Spain. The partnership offers studies, among others, for IT: Commerce, Business, Administration and Tourism studies of ISCED 3 and 4 levels. The idea is that every partner finds a local company that could be able to design a challenge and mentor it. Students and teachers with profiles needed to solve the challenge are going to be grouped in multidisciplinary and international teams. They are going to solve the challenges proposed by companies during five months. During the process, students will be supported by employers and teachers.The main result will be a report on the resolution of each challenge. This report will be prepared in a collaborative and transnational manner by all participants. In addition to this The resolution of the challenges will produce documentation such as presentations and reports, all these results are an indispensable part of the project itself. All these materials will be open and available. The main idea of the project could work or be exported to other Erasmus+ programmes.RC4VETs will contribute to reducing skill shortages and gaps, reduce youth unemployment, increase entrepreneurship and innovation and finally will have the potential to foster social inclusion. It will add value to the EU as it will encourage to improve soft skills and to develop open-minded, entrepreneurial and qualified European professionals who acquired international experience and who can add significant value to the labour market as well as to the wider society in general.

Entering the labour market successfully when their schooling is finished is a challenge to young people all over Europe, especially if they are considered disadvantaged. The problem is not only visible in the economically weaker countries in Southern and Eastern Europe, but is also evident in all other countries. To address this problem, many countries in Europe introduced 'work-oriented training' methods (WBT) in schools and vocational training programs to create a better link between theory-based learning and practical training. This approach is more stimulating to these students and has shown to produce feelings of success for young learners whose skills and capabilities lie to a greater extend in practical work rather than abstract learning. Nowadays, it´s widely recognized that those countries with an integrated work-based vocational preparation and training system and an apprenticeship-oriented approach are doing better with the successful transition from school to work. However, the national transition settings differ from country to country. Furthermore, regardless the national institutional system may be, the same challenge has to be faced everywhere: how to combine theory learning and practice training efficiently in order to produce sustainable learning success with disadvantaged young people.This in fact was the main focus of the WBT strategic partnership. The aim was to discover and examine the various work-based training approaches being used in European countries and to find out 'what works', striving to disseminate good practices and approaches. The overall aim was to find successful ways and strategies for overcoming long standing learning barriers and blockades in order to create sustainable learning success and to secure the successful integration of young students into the labour market.At first, the partnership researched the different transition settings and WBT approaches in the partner countries and illustrated the findings in an overview report. Following, an Online Survey was carried out, addressed to the main relevant stakeholders involved in school-to-work transition: teachers, trainers/instructors and the young learners themselves. The interviews were done through an online questionnaire containing a mix of standardized and open questions. The aim was to find out what were the great advantages of the respective WBT approach in the country; what were the drawbacks; and what kind of improvements can be identified. The online survey collected around 20 interviews from each stakeholder group in each country, producing more than 560 interviews in total. The online survey was evaluated in a Report on Findings and finally lead, as the core product, to a Manual on Work-based Training that illustrates the different approaches of WBT, documents the findings of the survey, and details best practices-by providing descriptions of demonstrative examples.

"In the spirit of the Bruges Communiqué to develop a ""vademecum / study"" on successful work-based learning models "" we have learned with and from each other's work-based learning models. Doing this we have used the peer evaluation methodology in this project. To achieve this, in a first training / learning activity, we have teached all participants who have carried out a peer evaluation the methodology of peer evaluation. We have developed the necessary documents together that we have used throughout the project. We did not limit ourselves to the use of this innovative learning method for youngsters in risk. We have focused on different target groups. Throughout this project, we have hold discussions with staff members, teachers, trainers, mentors, CEOs and policy makers to get a good picture of workplace learning in the country we have visited. For each peer evaluation we have performed, we have chosen a main focus beforehand: - how to build a good network of companies: focus peer evaluation in Estonia;- how to match a student with a company: focus peer evaluation in Germany;- how does the student's coaching / support in the workplace happen by the school/by the company: focus peer evaluation in Spain;- how does the recognition, evaluation and validation of what one has learned takes place in workplace learning: focus peer evaluation in Slovenia;- the common thread throughout the entire process will be the quality development and the communication between student, company and school: focus peer evaluation in Portugal.Each peer evaluation has resulted in a report for the visited center in which we have named the strengths and formulated recommendations for improvement. With this report the relevant institution got started to improve its own system of workplace learning based on the main focus that was used during the peer evaluation. In a final document we have described our ""lessons we have learned"". This document has been published on the European platform for project results. With this document we hope that it can be used by others to introduce work-based learning or to strengthen their existing system of workplace learning.ParticipantsWe have used / developed a clear system inspired by the methodology that is known in Flanders as a ""peer review"". During the firts training, together with our partners, we have ""translated"" and ""redeveloped"" this method into an adapted EU-level instrument. 20 participants have participated in this training. These people had knowledge of the way of workplace learning in their home country and had experience in working in European projects. These persons were able to transfer what they have learned during this training to colleagues from their own organization. The participants in this training have carried out the most of the planned collegial visitations together during this project.Results and impact attainedThe main result has been the strengthening of WBL within adult education VET of the partners concerned and in the regions concerned by exchangeing of good practices in WBL in adult education VET. This enhancement of WBL has been logical and strived for as a result of increasing the knowledge, experience, insights, vision development among the staff / employees of the partners in the field of WBL.The joint ""translation"" and ""redevelopment"" of an existing Flemish methodology from peer review to an adapted European instrument has been done. We have set up together a methodology for peer evaluation to increase the Q of WBL for grown up learners and to improve the knowledge of our trainers/mentor on the issue of WBL. At the end of the visit to their region / organization, each of the receiving partners has received a critical review of their approach / organization, including some advice for innovation and improvement"