Crafts and SMEs act as an important buffer in economic downturns and are much more reluctant to dismiss employees in difficult times. Crafts also play a central role in providing VET on the job, both highly relevant for the transition from education to employment and to ensure a qualified workforce.At the same time, a lack of innovative schemes to valorise the know-how and experience of senior craft persons has been identified in South and Mediterranean countries, together with the need to foster professionalism of younger generations, to ensure that valuable skills are not left to disappear.The last two decades some traditional crafts have declined due to mass production and rising consumerism, leading to a devaluing of craft as a practice and reduced sharing of traditional crafting skills. Others have evolved, embracing the digital age, particularly in marketing their products and engaging with new clients, collaborators and audiences.Based on this previous diagnosis carried out by the project partners, there is a clear need to: (i) transfer the know-how of the older generations of craft practitioners to a new generation of craft learners, on one hand, and (ii) improve the use of digital technologies in the sector, what requires to improve the digital competences of both practitioners and learners, on the other.An Intergenerational Learning approach combined with the use of smart and friendly digital technologies to support the teaching learning process could be the common pedagogical answer to meet the two previous needs. It could be also a good option to improve and extend the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults, enhancing at the same time their digital competences.Furthermore, according to the New priorities for European cooperation in education and training, validation of non-formal and informal learning, as well as facilitation of transparency and comparability of qualifications across Europe, should be promoted. The aim of RENEVAL project is to design new training pathways in craft sectors based on intergenerational learning, putting in contact craft professionals with low-qualified young adults in order to offer, to both of them, new opportunities for the up-skilling and validation of competencies, supported by accessible and easy to use digital tools, including game-based learning apps and multimedia tools, like video tutorials and video case studies. To do so, an alliance of 6 organizations representing Craft sectors and Adult Education experts and providers from 5 countries (FR, PT, SP, GR and IE) will work together to design and co-create new training contents and innovative digital tools addressed to Adult Educators in order to support Intergenerational Learning and validation of skills in craft sectors through digital technologies, including:- A Training Curriculum on intergenerational learning and validation of skills in craft sectors (IO1)- A Digital Gamification Tool (IO2) and a Digital Assessment Tool (IO3)- A Training Tool and Evaluation Method (IO4) - A Set of Instructional Videos (IO5)Target users of RENEVAL are adult educators and the project will involve directly 73 (18 partners staff /30 experts involved / 25 target users in pilots). Target beneficiaries are low-qualified young adults and adult craft professionals, and 200 will participate in the project. 450 stakeholders will be directly involved and at local, regional, national and European level. The project will reach a minimum audience of 1000 recipients through the project dissemination activities.The low-qualified young adults will find new and motivating ways to learn, tailored to their needs, and to acquire skills for jobs in the craft sectors, developing, at the same time, employability skills for their social and labour inclusion. On the other hand, the adult craft professionals will have the chance to improve their digital skills by learning to use and apply digital tools to support young adults in their learning pathways. The project will use European frameworks, such as EQF and ECVET, to promote new learning pathways and boost transparency, recognition and mobility in Europe. Key Craft and Adult Education stakeholders involved in the project will support the dissemination of products and mainstreaming of final results. Adult educators and other personnel will develop their competences and will count with innovative tools to support adult learners through Intergenerational Learning and validation of skills in craft sectors through digital technologies.The envisage long term impact of the project will be a strengthening of the Digital skills and the Adult Education systems in Europe

As experienced teachers, we know that processes, experiences, organic systems, informal learning and intangible outcomes are as important as content, structures, ordered systems, formal learning and measurable outcomes. Also, we believe in a learning-centred school. We therefore saw our project as an opportunity to look for synergy rather than confrontation between the progressive and the traditional views on education. The main focus of our project lay on responsible use of modern technology, effective application of information and media, democratic citizenship and intercultural competence. We applied the model of knowledge construction, real-world problem-solving, self-regulation and skilled communication. Not only did we engage in interdisciplinary workshops to explore familiar things in new context, but we also worked on innovation in familiar context. In parallel, we focused on teacher and learner autonomy, attention and effort, upgrade feedback and measurable outcomes. This project celebrated a creative collaboration between Tartu Tamme Gymnasium, a state-funded upper secondary school from Estonia, 10iCampus, a pro-gymnasium from Denmark, CFPIMM, a vocational training centre of wood and furniture industries from Portugal, Mihai Bacescu Technical College, a vocational school from Romania, Colegio Rivas Luna, a municipal comprehensive school from Spain, and Tevfik Seno Arda Anadolu Lisesi, an upper secondary school from Turkey. During a two-year project period, we held three learning, teaching and training activities. 22−26 February 2016, 15 students and 12 teachers gathered for LTTA 1 in Lordelo, Portugal, to develop their digital and technology literacy skills. 3−7 October 2016, 20 students and 15 teachers gathered for LTTA 2 in Falticeni, Romania, to develop their information and media literacy skills. 27−31 March 2017, 31 students and 12 teachers gathered for LTTA 3 in Varde, Denmark, to develop their political and intercultural literacy skills. For the project management purposes, we had three transnational project meetings. 9−10 November 2015, 12 teachers met for the kick-off project meeting in Tartu, Estonia, to discuss the project activities in close detail and sign the partnership agreement. 17−18 May 2016, 14 teachers met for the second transnational project meeting in Izmit, Turkey, to reflect on the activities already carried out, report on the results achieved and to plan for two LTTAs yet to come. 11−14 June 2017, the partners gathered for the third time to finalize the project, evaluate its general and specific outcomes, discuss further dissemination activities and prepare for the final report. The project website https://clickerasmusplus.eu/ was constructed and developed as a dissemination tool and a repository for student and teacher outputs, but we also used it as a platform for learning. The 42 pages published so far feature ample evidence of project outcomes and outputs via transnational and local activities. Also, the photo albums, videos and blog posts help to disseminate the impact this project has had on the participants. We will be blogging for at least two more years to give our project a sense of continuity and keep the website up and running. The project e-book “A Resource Book for Creative Teachers” can be accessed via the project website, but is also directly available at https://issuu.com/lingtri/docs/e-book_click_2017. This 90-page publication is the most important output of our partnership as it summarizes the topics of the project, showcases its learning outcomes and includes 18 practical classroom activities created by our teachers to implement innovative teaching methods. The book is licenced under CC BY-NC-ND 2.0, so everyone interested in Erasmus+ projects can benefit from it. Most importantly, however, we address teachers all over the world to say that the art of teaching still matters.The students of this partnership have learned to appreciate contemporary literacy as well as intercultural communication skills. Also, they have grown more flexible, adaptable, self-motivated and responsible. The teachers have developed their professional skills, broadened their intercultural experience and enjoyed variation in their everyday classroom practice. The partner schools enjoy better teacher-student relationships, more ICT used in teaching and learning, as well as stronger pan-European perception in their curricula. Local authorities highly appreciate this project for helping young people become more active citizens. Local employers regard our partnership as the one that enlightens school leavers as to the qualities highly appreciated in the job market. Regionally and nationally, the partner schools inspire other schools to set up transnational partnerships that relish intensive intercultural interaction. Europe-wide, our partnership promotes democracy, human rights and respect.

The main focus of our project lay on responsible use of education by art to develop key competences in women, combating discrimination and gender inequality, valuing and reinforcing inclusion, diversity and equality, fostering socio-educational and professional development. Also, to enhance educators’ competences through an effective implementation of these artistic expressions in their daily professional routines. We applied the model of knowledge construction, real-world problem solving, self-regulation and skilled communication. Not only did we engage in interdisciplinary workshops to explore familiar things in new context, but also worked on innovation in familiar context. In parallel, we focused on trainer and learner autonomy, attention and effort, upgrade feedback and measurable outcomes. This project celebrate a creative collaboration between CFPIMM, a non-profit public body oriented for vocational training for youngsters and adults from Portugal, an association promoting a Senior Mentor Program team at schools from Hungary, an Education Adult Centre from Lithuania, Kuressaare Gymnasium´s education and training center Osilia, from Estonia, and International College, from Poland, responsible for running language courses and learning programs for mature adults (50+).During a two-year project period, we held two learning, teaching and training activities. 25-29 March 2019, 20 learners and 8 educators gathered for LTTA 1 in Lordelo, Portugal, to develop the following competences, in women: communication, commitment, interpersonal relationship, team work, creativity, decision-making, basic health and food care and in educators: communication, adaptability, versatility, flexibility to work with differentiated pedagogy and innovative methodologies. 10-14 February 2020, 20 learners and 8 educators gathered for LTTA 2 in Gdańsk, Poland, to develop, both in women and educators: autonomy, critical thinking, responsibility, assertiveness, problem solving, entrepreneurship, creative potential and sense of humor.For the project management purposes, we had two transnational project meetings. 24-25 October 2018, 10 educators met for the kick-off meeting in Panevezys, Lithuania, to discuss the project activities in close and sign the partnership agreement. 6-7 September 2019, 10 teachers met for the second transnational project meeting in Kuressaare, Estonia, to reflect on the activities already carry out; report on the results achieved and to plan the LTTA yet to come. Is was planned for July 2020, the third transnational project meeting to finalize the project, evaluate its general and specific outcomes, discuss further dissemination activities and prepare the final report, but unfortunately due to the pandemic crises was not possible to do it. The extension of the project was asked in June 2020 and we had the approval for more 3 months to finish the project, till 30th November. The final meeting was planned for October 2020, but, unfortunately, the pandemic situation got worse and it was not possible to finish the project as planned. The project website http://moveonproject.eu/ was constructed and developed as a dissemination tool and a repository for learner and educator outputs, but we also used as a platform for learning. The pages published so far feature ample evidence of project outcomes and outputs via transnational and local activities. Also, the photos, videos and posts on social media help to disseminate the impact this project had on the participants. The project most important results “Creative Book” can be accessed via the project website. More than 50 pages show a dynamic story telling written by multiple hands in different countries. This Book is the most important output of our partnership as summarizes the best of education by art.The learners of this partnership have learned to appreciate education by art as well as intercultural communication skills. Also, they have grown more flexible, adaptable, self-motivated and responsible. The educators have developed their professional skills, broadened their intercultural experience and enjoyed variation everyday classroom practice. The partners enjoy better educator-learner relationships, more ICT used in teaching and learning, as well as stronger pan-European perception in their curricula.Local authorities highly appreciate this project for helping woman aged over 50 become more active citizens. Regionally and nationally, the partner organizations inspire others to set up transnational partnerships that relish intensive intercultural interaction. Europe-wide, our partnership promotes democracy, human rights and respect.

In the last years, according to European regulations and recommendations, in each European country the corresponding National Qualifications System has been different, not always having enjoyed the same result in the country, because the methodologies used and developed have not been the same during the System inception.One of the most important job profiles in the wood working activity is the profile of (a skilled worker in wood who puts doors, stairs etc. into buildings) or CARPENTER (a craftsman in wood, who holds the art of making things from wood), but the skills defined for this job profile are different depending of the country.The aim of EUROJOINER is to define a European Qualification for this job profile, considering the skills and the activities for this job profile in each country participating in the project.This project complements other European projects, such as:- WOOD WORKERS ABROAD “New methodologies and tools to promote the recognition of qualifications for the mobility of workers - wood and furniture sector”(http://www.europeansharedtreasure.eu/detail.php?id_project_base=2012-1-PT1-LEO04-12339),- WoodPort “Recognition of competences in vocational education and training in formal, non-formal, informal context in wood and furniture sector”( http://www.adam-europe.eu/prj/4431/project_4431_en.pdf) , and- DEWEBAS “Competence tool for the European wood- and furniture industry”( http://www.adam-europe.eu/prj/5449/project_5449_fr.pdf),whose aim was to compare some qualifications in the job profile of cabinet maker, joiner and finisher in order to elaborate a recognition system and to establish a database of the wood and furniture sector.The EUROJOINER project is also complementary to the project Bolster Up “Transparency for Upholstering and Cabinet Making Qualifications and Quality in the European Furniture Industry”( http://www.adam-europe.eu/prj/9919/project_9919_en.pdf). It aimed at creating a sectorial dialogue in the wood and furniture industry. The project compared National Qualifications for upholsterers and cabinet makers, developed two common European job profiles for these jobs and established a framework for Europe-wide recognition. Within EUROJOINER, partners will standardize the skills for a EUROPEAN JOINER to elaborate a job profile capable to develop an activity or job in each partner country in the upcoming years.The consortium is related to the wood industry, and it involves, VET Centres related to the wood and furniture sector, a Technology Centre of R&D with experience in the development of wood and furniture Spanish qualifications, and a Consortium with a lot of projects focusing on vocational training and education:• AIDIMA, www.aidima.es, the Technology Institute for Furniture, Wood, Packaging and related Industries from Spain.• CFPIMM, www.cfpimm.pt , the Vocational Training Centre of Wood and Furniture Industries from Portugal.• AMLEDO &CO, www.amledo.com/en, specialized in projects focusing on education and labor market issues from Sweden. • CIPFP Catarroja, www.fpcatarroja.com , a VETCentre in the wood and furniture industry from Spain.• KAISERY OSB Metem, www.osbmetem.meb.k12.tr, VET centre from Turkey.• Opleidings Centrum Hout -Centre de Formation Bois, www.och-cfb.be, vocational training from Holland• HMC college, www.hmcollege.nl, for wood, furniture and interiors from BelgiumTo elaborate this qualification, partners will elaborate a mapping to compile the knowledge and activities related to this job profile in each country, will analyze and propose a new common qualification for all partners countries. In relation to current workers and future workers with the skills defined in the project, they will benefit from more mobility and possibilities to work in other countries.Once defined the skills, partners will elaborate an e-learning material related with them. Another tangible result of this project will be a self-evaluation system, to assess workers whether they have the competencies defined in the project or not, with the sole aim to work as a EUROPEAN JOINER. The impact envisaged is multiple. With the project results we will standardize one or the more important job profile in the wood working sector, these results will be important for the VET centres to adapt their curricula to this European job profile.The current and future workers with these skills will be able to work in different countries as a joiners or carpenters.

FUNES [FUrniture New European Skills 2020] has stemmed from a latent need that wood and furniture companies are enduring. In the last 10 years, there has been a vast myriad of changes related to globalization, new ways of working, new consumer habits, product customization, etc. The rationale of the project was to solve this need that current and future workers bereft of, which was covering those skills that they are in need of acquiring, in order to develop a work with a optimum level of quality and standards required by their companies, due to new scenarios.Consequently, the aims of the project were to determine the emerging skills demanded by companies in the furniture industry regarding new scenarios, as well as developing an e-learning training material that will be facilitated to the target in order to achieve these new skills. As regards the partnership, it was ambitiously composed by seven multidisciplinary participants that create altogether an initiative with synergy: AIDIMME (Spain) and COSMOB, (Italy) which are Technology Institutes specialized in the wood and furniture sector, specialization that also shares the Technology Institute ITD (Poland), focused on the wood sector; Vocational Education and Training Centres, such as and CFPIMM (Portugal); Enaip Lombardia Foundation (Italy), an acknowledged training agency that delivers a wide variety of high quality training courses and services for the workforce; FEVAMA, a business association in the wood and furniture sector; and InnovaWood (Belgium), which is an umbrella organisation that integrates four European networks in the Forest, Wood-based and Furniture industries into a more effective mechanism to support innovation in these sectors. Thereupon, these activities carried out: - European mapping of the current situation in the furniture industry;- Definition and development of future scenarios; - Compilation of those skills demanded by companies in the furniture sector in the new scenarios;- Development of a self-assessment skills system; - E-learning training course;- Pilot test;- Pilot testing results and improvements.These activities will lead to European analyses and studies about what concerns the wood and furniture skills in the future scenarios, as well as potential training course with its validated pilot test with target members. The methodology used was through questionnaires for the research activities; an e-learning course hosted in a training Moodle platform for elaboration the training course and pilot testing.The impact envisaged has been multiple. From the sectoral point of view, this project has facilitated the knowledge that will constitute those new competencies that the current and futures workers of the furniture sector need to have to face new challenges, in the same way to the furniture Vocational Education and Training. This project provides information on the new needs of the market of work in the case of the furniture sector. The training material allows workers to expand their knowledge, and with this information, FUNES is promoting PROFESIONAL DEVELOPMENT OPORTUNITIES, leading to establish future strategies or activities that will allow companies to undertake in order to face prospective scenarios.