This project is supported by the Lycée des Métiers de l'Automobile, Transport and Logistics of Chalon-sur-Saône (71) which, after a period of 5 years of work in the school where the high school was more able to receive correspondents, plans to reconnect with its tradition of international openness conducted for nearly 15 years with Germany especially, the Czech Republic, England and Sweden.Encouraged by one of these leading suppliers of automotive paint, Lechler, it is the body industry that has relaunched first in the adventure of international exchanges with Italy, the country of origin of the brand. After having asked since September for many potential partners, it is the twinning committee of Chalon which has recently presented to us 2 totally starting schools. The first one already experienced in international exchanges, ENTE ACLI ISTRUZIONE PROFESSIONAL PIEMONTE, presents globally the same channels that our establishment. And second, CACCIA VICENZO, specialized in bodywork located in Valle d'Aosta.The goal is to accompany a class of 10 BAC PRO second body and 10 BAC PRO second mechanical on a project of exchange and mobility with European partners.The project is based on the development of a prototype (kart cross) designed in a traditional way (thermal) and to evolve towards an eco-responsible solution (hybrid) in two years (second, first)The expected impact is the awareness of our young participants of a total abandonment of fossil fuels and to familiarize them with a foreign contextThe other objective of this project is to prepare students for a period of professional training (PFMP) abroad in terminal with evaluation counting for the BAC.

<< Background >>The recent pandemic has had heavy consequences in the EU, especially in the field of education and VET training, introducing significant changes in the way to teach, communicate, collaborate, learn, and highlighting several critical aspects within the organisations representing the partnership, and in general in the VET system.The VET system, which already experienced delays in the modernisation and digitalisation process, had to face an unexpected situation. The sudden digital transition (Conclusions of the Council on the contrast to Covid-19 crisis in the field of education and training 2020/C 212 I/03) has been, in many cases, an emergency reply, often not planned and unprepared. Despite the involvement and the efforts made to adapt the system, its effectiveness and quality have been in some way compromised (“The impact of COVID-19 on education - Insights from Education at a Glance 2020” and “VET in a time of crisis: Building foundations for resilient vocational education and training systems” - OECD) and Distance Learning has only partially compensated the teaching needs.Tutors and trainers were unprepared. The activities have been implemented in an improvised way and in a confused context. The lack of digital skills (pedagogical and technological) adds up to the difficulty to transfer a practice-based learning founded on practical contents and abilities in a virtual environment, activated in emergency, and through little developed and effective technological solutions. In general, the VET system pays for the lack of a strategic vision and structural investments aimed at searching for adequate pedagogical and technological solutions adoptable and adaptable to practical and manual training contents.In line with the European Framework on digital skills of educational organisations, the project partners are aware that digital technologies represent a key potential to reply to the educational mission and implement a high quality and inclusive training. From these reflections, the need arises to intervene on the digital eco-system (adequate and innovative technological solutions, developed digital contents, qualified human resources) in view of building resilient and digitally skilled organisations, that can redefine the organisation strategies, improve the ability to innovate and fully exploit the potential offered by technology. The needs the project wishes to fulfil are, therefore, related to three dimensions: pedagogical (trainers and tutors need to reinforce their methodological and technological skills), technological (organisations need to innovate their digital tools and develop new solutions applied to practical and manual contents), and organisational (organisations need to become digitally skilled and to develop approaches and visions that can reinforce the governance and permanently integrate digital technology in their daily practice). UPDATE has the aim to become an experimental laboratory through which partners intend to: •develop strategies and actions that can make VET organisations resilient and proactive in facing digital transformation (horizontal priority)•stimulate the exchange of good practices and know-how and a constant and constructive dialogue with stakeholders and policymakers at a local, regional, national, and international level. The topic of digital transition in the VET system is of European interest (Action Plan for digital education 2021-2027), the needs fulfilled by UPDATE are expressed by the VET system in general and the expected results and envisaged actions will be able to contribute to the reinforcement and innovation of the whole system at a EU level (VET priority).<< Objectives >>UPDATE starts from the need to structure a digital eco-system in the VET field – meant as a combination of technical infrastructures, organisation abilities, trainers’ skills, and learning quality contents – highly effective and sustainable, based on the assumption that the change is feasible only if you act on three dimensions: pedagogical, technological, and organisational (see Action Plan for digital development 2021-2027).STRATEGY: implement and reinforce the VET digital eco-system through a) the collection, development, implementation, and validation, at a transnational level, of methodologies, tools, and innovative practices for digital didactic applied to learning professional competences and practical and manual contents, and b) the reinforcement/updating of the digital competences (pedagogical and technological) of tutors and trainers.GENERAL OBJECTIVE: improve the quality of vocational training delivered by VET organisations – in view of increasing the learning opportunities, inclusion and training success of learners, as well as their employability – reinforcing the trainers and tutors’ abilities to implement forms of blended and distance didactic and apply the new technologies to the training activities of high practical and manual content (specific feature of vocational training).TARGET GROUP: VET trainers and tutors.NEEDS OF THE TARGET GROUP: -increase the knowledge on methods and tools for digital learning and on positive examples of application-improve the digital competences and achieve higher confidence in developing and integrating new ways of teaching/learning of practical knowledge through innovative technologies -innovate approaches, didactic methodologies and technologies in use, through a collection, selection of existing materials and resources and the development of “ad hoc” resources-reinforce the training practice in a team dimension, within a community that promotes a reflexive and collaborative learning culture and supports the development of interdisciplinary initiatives in a digital environment -move into a methodological reference framework that leads in the organisation and structuring of an inclusive qualitative training offer NEEDS OF THE PARTNERSHIP:-spread, at organisational level, the knowledge on the opportunities offered by digital technologies for the practical and manual training in the VET field-reinforce the availability/conviction to handle digital didactic as a strategy to increase the quality of the training offer and the attractiveness of the VET system-share know-how and practices, enhance excellences-develop/reinforce the digital eco-system for a high-quality, effective, and inclusive training-promote a continuous dialogue and reinforce cooperation among organisations (within and outside the partnership) on the topics of digital pedagogy and didactic in the VET fieldSPECIFIC OBJECTIVES:•Improve the knowledge about digital didactic experiences in the VET field and about innovative and sustainable methodological and technological solutions for digital learning applied to professional practice (SO1)•Reinforce/increase the trainers and tutors’ digital competences in adopting methodological and technological solutions applied to the professional practice, and in designing digital, interactive, and effective teaching/learning experiences (SO2)•Develop/implement and integrate innovative methodological and technological solutions for learning practical and manual contents in the VET paths (SO3).<< Implementation >>UPDATE lasts 24 months and envisages the implementation of 3 outcomes to which 3 work phases correspond, according to a sequential logic which foresees moments of interaction, overlapping, and mutual feedback:R1 - RESEARCH: collection of good methodological and didactic practices applied to Distance Learning in the VET field; comparative analysis of existing technological solutions and innovative digital tools functional to practical and manual didactic in the VET field R2 – BLENDED TRAINING FOR TRAINERS COURSE: design and development of a blended training for trainers’ path aimed at developing and reinforcing digital skills. The envisaged activities are the following: design the course, develop the learning objects, create the LMS platform, analyse the professional profiles, as a steppingstone to develop the VR; develop a virtual didactic environment; transnational LTTA on the virtual reality applied to practical and manual activities; deliver 4 editions of the blended course; validation of the course. R3 – INTEGRATION PLAN OF THE NEW TECHNOLOGIES IN DIDACTICS: the trainers and tutors who have taken part in the training will have to apply what they have learnt and to test technological and methodological solutions within the vocational training courses. At the end of this testing and on the basis of the feedback collected and the lessons learnt, a plan will be drawn up containing the methodological, feasibility and sustainability indications, as well as the integration strategy of what has been tested within the organisation practice. The activities envisaged will be the following: testing with the learners, development of a peer-to-peer “digital learning community”, evaluation and validation of the testing, drawing up the plan.The project foresees to involve a total of 80 VET operators (trainers and tutors) distributed among Denmark, Estonia, Greece, and Italy. Among these, 5 participants selected by EnAIP and 5 by VIKK (partners directly involved in the didactic testing) will participate in the LTTA in Denmark. Within the target group, 40 participants selected by both EnAIP and VIKK will be involved in the testing of technological and methodological solutions applied to practical and manual didactic contents.Along with the production of 3 project results, 8 multiplier events will be organised, with a view to enhance the confrontation among organisations of the VET sector, share success practices and reinforce the impulse to the innovation of the system at large.The project envisages the implementation of 3 transnational meetings. In order to optimise the impacts of the project, dissemination, promotion activities will be organised to share the tangible project results and the lesson learnt throughout the whole implementation of the project.The monitoring and evaluation plan will enable to develop an analysis and control system that the project management can use, in the perspective to facilitate experience-based learning processes. The project will be managed through a participative approach that will imply the active involvement of all partners from the analysis phase to the strategic decision and then to the management one. The project management is aimed at building a real collaboration and co-responsibility on common issues and share the results of the project action.The responsibility of the production of each project outcome is assigned to a leading partner that coordinates the contributions of the other partners. In details, EnAIP Piemonte is responsible of the management and general coordination of the project and coordinates the production of R1; HOU is responsible of the production of R2 and of the monitoring and evaluation of the project; VIRSABI is responsible of the production of R3, with a methodological and technological supervision role, and VIKK is responsible for the dissemination, promotion, and sharing of the project results.<< Results >>UPDATE starts from the awareness that the integration of digital technologies in the training practice requires a significant change at three different levels: pedagogical, technological, and organisational. Therefore, from the UPDATE project, we expect to achieve a reinforcement of the digital eco-system and, thus, adequate and innovated technological solutions, qualified human resources, digitally skilled organisations. As compared to the target group (VET trainers and tutors), we expect to reach the following findings/impacts:•higher knowledge of the methodological and technological solutions appliable in learning practical and manual contents•overcoming of the conviction of impossibility to develop digital didactic applied to practical contents in the VET field and enhancement the availability to integrate digital didactic in the teaching practice and in the organisation of the training offer•increase/consolidation of the digital skills and reinforcement of the sense of self-effectiveness•reinforcement of the ability to design, manage, and animate lessons exploiting the potential of the available digital resources•reinforcement of the teamworking abilities From the organisational point of view, we expect the following findings/impacts: •higher knowledge of good practices of digital didactic in the VET sector•higher assumption that VET organisations in permanently integrating digital technologies in didactics•consolidation of the digital eco-system in a sustainable and inclusive perspective overcoming the emergency mindset•reinforcement of the functionality of the didactic platforms in use, and development of new pedagogical and technological solutions•improvement of the quality of didactics•enhancement of the image and attractiveness of the VET systems The project foresees the implementation of 3 tangible outcomes: research (R1), blended training for trainers’ course (R2), and integration plan of the technologies in didactics (R3).Along with the creation of tangible outcomes, there are also intangible ones that refer to both inter-organisation learning and enhancement of the attractiveness of the VET system.Through the project, each partner, in view of a continuous improvement, will be able to integrate the didactic practices in use and redefine their training model, innovating, at the same time, work processes and contents.Finally, the project partners foresee to contribute to the modernisation process of the VET system and to the improvement of the quality of the training offer at large. Each partner is the expression of stakeholder networks at a local, regional, national, and international level, whose involvement will enable to promote, at different levels, a continuous dialogue on the topics of digital pedagogy and didactics in the VET sector, in line with the expected objectives and impact of the Erasmus+ Programme.

TeachinVR is a project about VET innovation through Immersive Virtual Reality Technology, aiming to address the challenges posted by the COVID-19 pandemic which have severely disrupted the education sectors worldwide by banning -almost completely- face to face training or posing limitations and restrictions in its delivery. Although attempts are being made to transfer the teaching / learning process onto digital platforms these have failed to recreate an interactive, engaging, efficient and productive learning environment and sustain a viable learning process. The project aims to address the above challenges by assisting all members of the Vocational Education & Training Community to acquire digital competencies and enhance the digital education readiness of the sector in light of recent developments by employing Virtual Reality technology. The project addresses primarily VET teachers / instructors / providers and secondarily VET learners. The project delivers an innovative, immersive, VR training / learning methodology, a comprehensive manual for the design, implementation, evaluation of VR training / learning in the VET sector and beyond, a complete immersive VR course as the practical demonstration and application of the methodology & manual, and a short roadmap for using VR in teaching / learning presented as a Guide. It is expected that a total of 50 members of the target groups will be directly involved in the production and delivery of IOs, while an additional 130-150 will be addressed through the multiplier events. Participants are expected to gain awareness and familiarity with the developing VR technology, acquire knowledge regarding its use and applicability, gain the digital skills required to design, produce, deliver and implement the VR teaching / learning experience, and enhance the overall digital education readiness of the sector by offering new outlets, concrete paths, and the know-how for people to make use of them. The project is expected to create a cascade impact effect by encouraging participants involved in it to share their experience, to discuss their insights, and date to explore the options offered by VR for their own VET learning / teaching activities. The partnership foresees longer term benefits beyond the immediate VET beneficiaries, and would like to particularly highlight the use of the project deliverables for disadvantaged groups such as people facing physical disabilities and mobility challenges, residents of remote areas, incarcerated populations, and similar groups that can benefit substantially from the VR methodology, manual, course and guide in order to address their teaching /learning needs.

Context and the background:The employability of migrants in the EU is one of the main concerns when we talk about the Social Inclusion and Integration of people with an immigration background. Learning a new language and understanding cultural differences are the first steps to increasing their employability. The main objective of this project was to create a platform that will provide the necessary language skills and cultural knowledge in three most easily available jobs for immigrants, which are jobs in the service sector (waitress, hotel reception, cleaning), construction sector (construction workers, plumbers and electricians) and health sector (care for elderly, nurses and child care). This project also included the Job Interview part to prepare them for their first job interviews and improve the chances of getting employed.All of these efforts were to help the EU Action Plan on Integration of third-country nationals (2016), which already pointed out that linguistic and cultural barriers in education and on the labour market contribute to the vulnerable position of the migrants and refugees. Objectives: - Support and enhance the learning of trade-specific vocabularies within the sectors of health, service and construction; - Promote digital use in education, and thus enhance individuals levels of digital skills; - Provide VET students with an innovative learning method; and - Equip the users better for the labour market through an increased linguistic, cultural, and digital knowledge level.Participants:Primary target group - unemployed migrants and refugeesSecondary target group - VET teachers and professionals, language schoolsDevelopment of materials:To ensure the relevance of the materials, some partners decided to use their own VET teachers or reach out to VET schools to help them develop the materials.There were 2 teachers from Sprogcenter Vejle, C1- Short-term Joint staff training activity:30 participants were attending this activity in total (including the partners) with relevant background in VET or language learning in general. Testing of the VR and VCC platform:VCC total number of users: 2177 usersExternal VR testers: Dissemination: Final numbers for each period and activity type (online and offline) can be found in the Annexes - Dissemintaiton Report. FB page followers: 336FB page visits: 1.329Estimated coverage rate: 27.928The estimated total amount of users: 26.123 (this rate indicates how much people clicked, shared, liked, or commented on posts on the Facebook page)The total amount of posts: 110The estimated total amount of reached people: 73.261Activities- 5 transnational partner meetings (3 physical, 2 online due to Covid-19)- 2 workshops for partners (IO1- Curriculum and IO2 - Gamification and VR)- 1 teacher training activity (2 days, first day with presentation and knowledge sharing, second day with workshop and peer discussion)- Development of the Curricular framework (IO1)- Technical Development of VCC platform and VR experiences- 5 alpha testings ( internal testing for bug-fixing (making the platform work without problems) in several intervals- 2 different UX testings for each partner (online testing for VCC and physical testing of VR experience)Results:1. Reusable Curricular Framework2. VCC material: 5 languages (Greek, Danish, German, Italian, French) 3 main modules (Health care, Construction, Service) focusing on 3 job positions 8 Lessons in each module containing relevant materials Various mini-tests, mini quizzes and final test3. 3 trade-specific VR environments for practising vocabulary and job functions within specific sectors VR: 10 levels total 3 Health levels (1. Immobile patient care, 2. Patient with Alzheimer, 3. Emergency) 3 Construction levels (1. Bricklaying, 2. Electrician, 3. Plumber) 3 Service levels (1. Receptionist, 2. Guest care, 3. Restaurant) 1 job interview VR-environment for training situation awarenessImpact: -Enhance trade-related language competencies and cultural know-how of migrants and refugees;-Enhance the digital competencies both of the students and the teachers; and -Offer a new methodology for teaching languagePotential longer-term benefits:The project develops a learning platform and a user’s handbook that will remain available 5 years after the project. The project offers a supplementary digital learning material to be used in VET schools in all the European countries after the EU funding period. An effective dissemination plan will secure that the project results will be spread to relevant educational institutions. All of which are available on the project’s website: https://www.work-vr.eu/

A Time to Breathe – Development of a model or blueprint for a European wide Creative Arts for Health and Well-Being Hub operating as an online platform and new learning resource centre that provides curriculums, training resources, and a video game for youth all using creative processes to promote education, training and awareness raising in relation to positive mental health and emotional well-being, to overcome stress and anxiety and to build resilience across Europe, strengthening links across Europe in relation to the arts, education and positive mental health and well-being with and by. young people. Arising out of the recent Coronavirus pandemic there is firstly a need to provide direct education and training in relation to the promotion of positive mental health and well-being with a specific focus on three areas (1) handling stress (2) overcoming anxiety and (3) building resilience and well-being. Secondly there is a real need to ensure that the education and training is available both face-to-face and online. A Time to Breathe is a European wide two-year transnational partnership project that brings together 6 organisations who will create a sustainable partnership and share their expertise of using the arts to promote positive mental health and well-being with youth. The expertise will be shared in order to create a blue print or model of practice for a new Europe wide Creative Arts for Health and Well-Being hub (an online interactive platform and learning resource centre).The overall aim is to provide education, training and awareness-raising at national and European levels using creative processes to promote positive mental health and emotional wellbeing with youth. This is done by creating a model or template for the establishment of the Europe-wide Creative Arts for Health and Well-Being hub for youth, that uses creativity to promote education, training and awareness raising in relation to positive mental health and emotional well-being at national and European levels.