<< Objectives >>The general AIM of the project is to support the internationalisation process of VET- at the three levels of teachers/trainers-learners, VET provider organisations and regional VET systems- by using the full potential of digital transformation opportunities, and thus increase the attractiveness of VET and its capacity to support the internationalisation process of the economic systems.<< Implementation >>Develop indicators and diagnostic capacity to accompany the internationalisation process of VET systems (teacher and trainers/learners, VET providers, regional VET systems);Jointly develop a competence framework instrumental to internationalisation of VET systems and a dedicated multilingual learning platform to support the development of the identified competences for teachers and trainers, managers and internationalisation staff in regional development agencies and VET policy agencies<< Results >>A VET Internationalisation Benchmarking on line system, a competence framework for VET Internationalisation of teachers, managers and policy makers, a training path and Open Educational Resources available on a digital plattform, internationalisation Plans for each of the participating VET Providers and methodological guidelines for reproducibility, Blueprint (strategies and best practices) to support the integration of VET into territorial development and innovation systems.

"So far, practiced educational model by universities is the so-called factory education model. Factory model school and factory model education are terms describing both a style of learning and of educational facilities. The key characteristics of factory model education are top-down management, separation from the community, emphasis on management, centralized planning, standardization, outcomes designed to meet societal needs, and efficiency in producing results. The system has been described as being ""designed to create docile subjects and factory workers"". If such an education system was valid in the past, it doesn't fit anymore today. The point is that students in the 21st century are frustrated with the factory model. They think they know better. Many researches have shown that the reasons why countless students drop out of school every day are that: a.) school is boring, and b.) school is not relevant to their lives. The biggest problem is, educational system doesn’t motivate students. Millions of students do not know any purposing of going to university, except obligation. Various studies have shown that the best results are in those activities, which are based on internal motivation. That's why our project aim is to focus on innovative methods and approaches, which is focused on internal motivation - that students learn because they want to not because they have to. And in the end that kind of methods and approaches will help lecturers and students in their future work smarter not harder. This project is great opportunity to gather all good practices, to develop new innovative methods and approaches, to create methodology material and create Professional development courses of academic staff and also already to train first lecturers. There will be systematized and summarized the best methods and approaches from European high schools, complemented by leading business companies recommendations. Since in he project is also involved Didactic material Center and Teacher Training departments from our partner organizations, it will provide professional training material development and we have already negotiated with them that the Intellectual output of the will be officially introduced in Professional development courses of academic staff. The most important project participants - experts who will develop methodology in daily life are teachers at the same time. Other participants - students, will be involved in the project thanks to lectures. They will not have mandatory action to spend time in project activities, but this will happen in natural way in their daily routine. The project timetable is subordinated to higher education regime that allows us to easily reach our target audience. The contribution of the project will be observable in significant impact on all the involved - individuals and organizations: - for the very first time there will be developed a set of innovative methods and approaches for higher education that will be officially included in teachers' life long learning courses. - this course will give access for teachers to the range of new teaching tools. Using developed set of innovative teaching methods and approaches, that kind of professional development for teachers will become as standard across all European institutions."

Early school leaving is a real social issue. The unemployment rate among early school leavers is higher than 40%. Dale’s studies confirm that a student learns better when he acts: he retains 20% of what he hears, 50% of what he sees and hears, and 90% of what he does. Non-formal education, active education, make teaching more attractive, more “snappy”. Students change over the years, the same is true regarding their ability to pay attention and to be focused, but teaching methods often struggle to evolve to cope with it. While recent years have seen significant progress in tackling early school leaving, efforts need to be sustained and the focus must be put on prevention.This is the objective that DROP'IN gave itself by allowing the cross between the formal education and the non-formal education environment to keep students and teachers to be into in the educational environment.It is the question of keeping the students motivated that is worked here, in response to the fight against school dropout. DROP'IN is a long-term investment and is therefore a project that worked closely with teachers during 36 months to give them knowledge and skills in the non-formal education sector, to enable them to become trainers for their peers so that the dynamics continue beyond the project. The achievements of this 36-month project were: teacher training on techniques and attitudes / method of non-formal education, research and state of the art in the partner regions, test period and implementation through teacher-expert pairs of non-formal methods for students from 12 to 18, capitalization, dissemination and multiplication of good practices developed for opening up to other schools.The project developed a state of the art, a catalogue of techniques, a training in non-formal methods - a veritable vademecum for teachers - an analysis of the practices tested and their valorisation in the form of an online portfolio as well as a policy paper indicating the specific axes to develop to contribute to this fight against early school leaving. The partners gathered around the project combined expertise from the non-formal education sector with secondary schools as well as a University from 5 European countries impacted by the issues of school dropout (Latvia, Belgium, Italy, Bulgaria and La France). Transversality is a key word of the DROP'IN project: the partners are diverse and complementary in the consortium (associations, municipalities, schools and University) and in each country, a local steering committee was created and developed the adaptation of DROP'IN in the local context, involving all the stakeholders of the wider educational community (teachers, parents, institutions ...). In doing so, these steering committees facilitated the ownership of the project by a broad network of associated partners and the dissemination of results on a large scale.

Our modern European societies are characterised by diversity: diversity of social background, of origin, of language, of potential. While integration gives access to the mainstream education system, it expects the learner to fit into the existing mold, and doesn’t change the fundamental structure of the education system. In an inclusive education system, the framework changes to adapt to and welcome every learner, who is welcomed and valued as able to contribute to the learning environment. Moments of transition are always the most difficult for individuals - transition from daycare to school, from school to employment, and from specialised to mainstream environment. The latter is particularly difficult for all actors involved, from the learner him/herself to his/her family, the special school staff, the mainstream school staff as well as the authorities that have to overview such a transition. Effective inclusive education depends however from such a successful transition from specialised to mainstream education, and particular attention and efforts should be given to that make it as smooth and positive for all involved stakeholders. With a consortium omposed of seven service providers coming from Belgium, France, Finland, Austria and Portugal, the 'To Inclusive Education and BEYOND' project aims at providing tools just for that. Even with a legal framework supportive of inclusive education, it is often difficult to change the attitude and 'the way it was always done'. Service providers and special schools, with their expertise in supporting learners with special needs, have a key role to play to support an effective transition to inclusive education. The first step of the BEYOND project is therefore to develop a training which gives the theoretical and practical tools to service providers and special schools staff to be able to work with mainstream schools and other stakeholders to develop a more inclusive learning environment, such as the use of Universal Design for Learning. This in-person training will be tried and tested throughout the project to ensure the quality of the output, before being adapted to a Massive Online Open Course (MOOC) so that it can benefit as wide a range of professionals as possible throughout Europe. To complement this practical training, the consortium will develop study on the role of service providers in the transition towards inclusive education. This study will be a very strong tool to support policy reforms towards inclusive education. In line with the General Comment 4 on art 24 of the UNCRPD, it will provide tools to reform, adapt or improve support services and their collaboration with other stakeholders, and ultimately facilitate the transition towards inclusive education. Finally, the BEYOND project will develop a study on developing methodologies for an effective transition to inclusive education. Centred around the Coproduction methodology, the Output will look into the barriers, challenges and opportunities faced relevant stakeholders, such as academics, young people and their families, and how each can support the self-determination of pupils and the transition towards inclusive education. A report will be developed on how an effective network surrounding the student with special needs that include all the needed actor can facilitate the transition to inclusive education and empower support services as well as students and their families. This study will be crucial to support the development of effective methodologies that involve the whole environment surrounding the learning process and will give innovative tools to stakeholders that wish to improve their learning environment. The BEYOND consortium is confident these steps will support the work of teachers, support staff, authorities and other stakeholders in providing a more inclusive environment for the child's learning, and facilitate the movement beyond special schools to inclusive education throughout Europe.

"Bullying and cyberbullying also occur beyond the school setting. The school is not the cause or the only place where it takes place, but the causes can be found in the various contexts in which life goes on during childhood and adolescence, such as family, school or neighborhood. That is why it was necessary for the From Peer to Peer project approach to be community, territorial and integral, if we wanted to act with coherence and effectiveness.The issues of bullying, violent relationships or disabling inside and outside schools leaked as cases specific in the education departments, and in other municipal areas of the different territories of the EU. In this sense, the European Union itself is worried about this problem and in 2013 adopted a declaration calling for a European day against bullying. However, in most cases of bullying, there is a situation in the schools of non-recognition, by passivity to name, generates a certain silence and justification for personal characteristics of those involved at all levels. This became a priority need on which to act.The loss of confidence in educational institutions to resolve the conflicts generated by the coexistence with the ""different"" (the martest, the fattest, the immigrant, the non-member of my group, etc.) led us to consider the need , if we wanted to make a significant change, to face this problem from a territorial (local, municipal, regional, national, European) and preventive approach, transcending the doors of each of the schools and generating a culture of teamwork and cooperation between all the parties involved. In this sense, it was necessary that there was cooperation at all levels, working with direct and indirect recipients. On the one hand, schoolchildren of different ages, families, teachers and local community, which have cooperated locally, and in each of the partner countries (Spain, Portugal, Belgium, Italy, Hungary, Romania and Greece), in the execution of the activities proposed in the project, and on the other hand, a cooperation at the international level, where entities of different nature have come to collaborate, such as town halls, schools, universities, associations of educational and research centers, regional governments and formative entities of non-formal training. In this sense, a cooperation was proposed at two levels, which have worked in an interrelated manner, where the conclusions and progress that have been generated at the international level have been likewise, applied at the local level through workshops, conferences, meetings, pilot projects, etc.From this maquila, cooperation at the international level has worked as a source of good practices, ideas and collaborative learning among the seven project partners, and as a supervisor of the activities that have been carried out at the local level, evaluating the initiatives, their success and the possible points to improve.The objectives established for the project have been:-Know first hand how the phenomenon of bullying is being managed in other European countries.-Compare the situation of school coexistence in centers of different countries.-Apply, as far as possible, the experiences learned in our centers.-Promote a positive and socializing education.-Improve school coexistence.-Contribute to the eradication of all types of violence in childhood.-Promote interdisciplinary and multicultural training for teachers and professionals in the field of education.-Make a baseline study of the phenomenon and its management in the different target territories.-To compile the best practices in different intellectual products that serve as a basis for pedagogical material at the levelEuropean.-Create a work methodology based on the best practices found at European level and applicable in the centersschool-Create pedagogical material that improves the capacity and the abilities of the teaching staff in the management of bullying, according to thenew technologies and communication channels.-Exchange of experiences of application of the programAs a result of international cooperation, the most important activities carried out have been:- The generation of an analysis on the situation of bullying in Europe and in the different participating countries, whose results have been reflected in various infographics;- The creation of a MOOC (Free Online and Massive Courses) that gathers the good practices of the partners on the subject, so that they can be transferred to other entities and professionals from all over Europe.- Completion of a specialized course in Leuven (Belgium) where representatives of partner organizations could deepen on the subject."