"Technology is critical for innovation, yet schools struggle to get students interested in this area. Teaching robotics, and programming which is closely connected to robotics could change this. Robotics matches the new digital technologies curriculum, strongly supported by the VET schools and other school institutions all of Europe, however, not enough is done to get it taught more in-depth in schools. There are at least five reasons to teach robotics in schools: a) students find it fun, b) it is an effective way of introducing programming to students, c) programming and robotics provide skills useful in future employment,d) it is suitable for students with a range of abilities, e) it demystifies a complex technology.The project ""Modelling educational robot"" is meeting the necessity of the 21st Digital Century Society to implement as much as possible in the regular and open curriculum the subject programming and robotics. Robotics helps address the growing demand for teaching science, technology, engineering and maths in schools. By exemplifying technology directly by programming the robot, students also learn about science, engineering, and maths and get an understanding of how these subjects link together. It is enhancing the student's understanding of what machines CAN and CAN'T do, which is also the best way to address student's fears in this area. By programming robots, students can discover if they have the aptitude and interest in the job market of the future, and the truth is, that there’s no doubt that there will be a need for people to be involved in programming mechanical devices in the foreseeable future. In this project are included three vocational school centers from Slovenia (Solski center Novo mesto), Italy (ITIS Polo Tecnico Fermi-Gadda), and Turkey (Muratpasa Mesleki ve Teknik Anadolu Lisesi), two Universities, from Slovenia (Univerza v Ljubljani - Faculty of Electrical Engineering) and Bosna and Hercegovina (IUS Sarajevo) and one technological institute from Spain (AIJU). All the institutions have a huge background in programming and construction of robots as also huge teaching experiences in this area. Students from these institutions are already engaged in the robotics, however, the institutions are also aware of the fact that in the future almost 40% of jobs will be replaced with robots, which means that an extra emphasis should be given in implementing as much as possible the modern technologies in the school curriculums.Two main outputs will be developed by this project: Educational modular robot (01) and E-learning online course ""Make your own robot"" (02). The main purpose of the Output (01), Educational modular robot, is to build an educational modular robot in different levels, from the very basic level, mid-level, high-level to the extra-high autonomous level (with two solutions from the Universities) and to upgrade at each level programming codes and structural units.The main purpose of the Output (02), E-learning online course ""Make your own robot"", is to build up a complete online e-Learning course, with the implemented different levels in the construction of a robot from Output (01), always leading the player (constructor) to the right path in case the solution for programming and construction is not the right one. This course is not only about the construction of a robot but also about programming codes, which are also user-friendly and leading the student (constructor) from the very basic codes to the most complex one in a playable way, through the game. Five Transnational meetings will be organized during the two years of the project, and four Multiplier events. We expect a manifold impact of the project, among others: on the expanding and updating of the curriculum of subjects included in the training cycle Programming and construction of robots, on enhancing the tolerance and diversity in inclusive schools, on teachers through training (as they are the ""carriers"" of knowledge, and will have a crucial role in expanding all the information, ""know-how"" methodology), on stakeholders, community (in general), LLL community, on all the audience interested in robotics at local, regional, national and international level.It is planned that the VET schools (as also other institutions involved in this project) after finalizing the project, continue working with the outputs developed in the project, improving and complementing them after the project and that the partnership will remain active through various dissemination activities planned in this project."

Increasing the participation of women in research, and promoting gender equality, is vital in strengthening the competitiveness of European research. A greater involvement of women in research will contribute not only to an increased number of skilled researchers in our institutions, but will also add a different perspective to research programmes, promote diversity, improve descion-making and contribute to enhanced creativity and innovation. This view informs the focus of this high-level consortium, who wish to work together to introduce and develop gender-sensitive organisational cultures and practices in our respective universities, thus effecting a sustainable and systemic structural change in how our institutions function. The ultimate objective of the structural change process is to work towards improved decision-making and enhanced research capacity by: • incorporating gender-sensitive practices, processes and procedures in research, and; • developing balanced representation of both women and men in institutional decision-making. Through the design and implementation of Gender Equality Plans, SAGE partner institutions will uncover, assess, and address the barriers to equal participation of women and men in research and decision making. SAGE is designed using the concepts and methodology of structural change to deliver a more equitable research landscape. The composition of the consortium will allow for transfer of learning, thus increasing the efficacy of Gender Equality Plans and their capacity to deliver greater gender balance and gender awareness in research and decision making.

<< Objectives >>The specific objective of the project is to reduce skills gap between schools and tourism industry through three results:1. Improved digital competences of teachers and students;2. Improved soft skills of students;3. Improved professional competences of students and professionals. The project will lead to a better quality of VET provision, to an increased employability of students and professionals, and to an improved quality of the tourism offer in the partners’ tourism ecosystems.<< Implementation >>The project develops blended upskilling activities for teachers and trainers (courses, masterclasses, workshops, community of practice) and innovative learning activities for students (blended skills competitions and online contests). The partners are going to constantly map the tourism ecosystem needs, setting up CVET courses, micro-credentials and sectorial initiatives (Pact for Skills on tourism) to provide training activities aligned with economy and society.<< Results >>The project produces the following results:- 1 course catalogue for teachers;- 6 masterclasses, 2 thematic workshops and 1 community of practice for teachers;- 2 blended skills competitions for I-VET students; - 2 online contests for I-VET students;- 2 guides about blended skills competitions and online contests;- 1 toolkit to analyze tourism skills and trends;- 9 C-VET courses based on skills intelligence and micro-credentials;- 6 Pact for Skills on tourism initiatives.

The overarching objective of CANDI is the improvement of digital teaching competences of Vocational Education and Training (VET) teachers in Bosnia and Herzegovina (BiH) and Albania (ALB). Under the project lead of German VET school AFBB, 10 partners from BiH, ALB, Germany and Spain together design the CANDI workshop curriculum and develop the accompanying technical realisation. Having worked together on Erasmus+ projects in the past, the Spanish (MCC) and German (FHD, AFBB) partners are keen to share their expertise in training VET professionals and increase their Digital Education Readiness (DER). The well connected and in the VET sector actively involved partners IUS (BiH) and AS (ALB) take on the important role of coordinating many local activities and providing access to relevant local networks. The CANDI curriculum will be translated to Bosnian and Albanian. The Open Educational Resource (OER) will be implemented via a 3-part blended workshop (in BiH and ALB), including face-to-face (f2f) as well as online sessions with VET teachers (at least 40 from BiH and 60 from ALB). CANDI workshop facilitators will be 10 local teachers from 5 partner schools (2 in BiH, 3 in ALB), who will receive training in one f2f and one online learning/training activity to effectively deliver the CANDI workshops. The first Training-of-Trainers (T-o-T) will take place in the Spanish partners’ VET school, where the Teacher Trainers (TT) are given the opportunity to do job shadowing and explore digital technologies. To guarantee the wide dissemination and further implementation of the CANDI workshop design, a Transfer Concept is also developed, which will be introduced to BiH and ALB VET schools at two local Multiplier Events with relevant stakeholders.The TT will also be actively involved in all development processes of CANDI project outputs. Their input, amongst others, will inform the refinement of the CANDI curriculum, its technical realisation as well as the Transfer Concept.

Developing Capacity for VET Systems in Western Balkans is a follow-up initiative of the project of INTERVET WB (EAC-2019-0671) coordinated by Uniser and implemented in cooperation with the organisations from the Western Balkan countries involved here. The general objective is to innovate VET systems in Western Balkans through the exchange of practices and a pervasive capacity building action.The specific objectives are:1. To increase the quantity and quality of Work based learning and activities in collaboration with companies.2. To equip schools with tools to deal with the inclusion of young people with fewer opportunities (Special Educational Needs; cultural obstacles; gender equality).3. To improve the internationalisation strategies of VET schools in WB.In order to achieve these objectives, the project will unfold in five work packages, two of them are transversal and will concern project coordination, quality management and dissemination, while the three core WP will be addressed to the capacity building action promoted by this call. They will focus on: improving work based learning and strengthening the collaboration with companies; fostering social inclusion and improve the internationalisation of vet. Each work package will include a research activity, an intense exchange of practices, training activities to upskill teachers and testing of new methodologies. The project will deliver the following outputs: a comparative analysis of Work Based Leaning approaches; video guidelines on how to set up WBL activities; an online gallery of virtual study visits of companies in IT, electronics and automation; an online repository of practices on WBL implemented in the testing phase; a toolkit on social inclusion for practitioners in the VET field; an E-Learning on internationalisation of VET systems in WB; Step-by-step guidelines on how to plan and implement a blended mobility projects.