<< Background >>We applyed for this project in order to exchange good practices in organising skillscompetions and how to implement in the curriculum.And we want to abroad the possiblities for our students to have a skillscompetitiion experience abroad.The needs: Tools and best practices in order to prepare students on skills competitionsintegration of skillscompetiion jn the school: by policy document and by integrating in the curriculum<< Objectives >>Professional development of VET teachers in preparation of students in VET competition. Developed sustainable partnerships to establish further national, regional and sectoral skills competitions. Increase the attractiveness of VET by offering skills competition. Regarding the needs to be addressed, the partners shared the aim to seek improvements of the organization of the skills competitions and furthermore to integrate the skills into the pedagogical approach and curriculum.<< Implementation >>The partners exchanged good practices in organizing skills competitions and collected it in a handbook (attachment 2). It’s available online on the website of this project: https://www.skillscompetitions.onlineThe handbook also contains tools which are successfully used for the preparation of students in skills competitions. The handbook is available for students, teachers and policy workers. The handbook provides guidance to teachers to improve the preparation of students regarding skills competitions. Examples of those tested tools are: time management, teambuilding, communication, personal profiles, and training plans. A good example of embedding in the curriculum is the introducing of the minor in ‘Excellent craftmanship’. We expect impacts of: a greater volume of different skills competitions; increased awareness of value of skills competition; and at the end more students who participating in skills competitions.<< Results >>1.We developed 3 masterclasses via webinars for the professional development of VET teachers (1)*2.We developed a policy document on implementing skills competition in the curriculum (1)3.Three schools has broadened the amount of vocational fields involved in skills competitions (1)4.We developed and tested tools of preparation during the LTTA (2)5.We established constructive links with our stakeholders (2) which was a challenge due to Covid19.6.We developed a good practice handbook based on learning from each others best practices and tested tools (2)7.We developed guidelines for a successful training program (3)* numbers correspond to the list of attachments added to the final report.Attachment 1; Masterclass, Policy document, List of vocational fields en LogoAttachment 2; Tools voor preparation participants Skills competitions List stakeholders, HandbookAttachment 3; Guideline training programAttachment 4: Quality Survey and Quality Assurance PlanAttachment 5; Evaluation Transnational MeetingAttachment 6; Basecamp screenshotAttachment 7; Basecamp screenshot of virtual meetingAttachment 8: Agenda + minutes Transnational MeetingsAttachment 9; Dissemination sheet

According to a report released by Intel Security, “Hacking the Skills Shortage”, there will be 1 million to 2 million unfilled cyber-security jobs worldwide by 2019. In the same line, on September 2017 the European Commission adopted a cybersecurity package. The package builds upon existing instruments and presents new initiatives to further improve EU cyber resilience and response. Our project lies within different initiatives carried out to build a cybersecurity capacity in Europe and feeds from the momentum cybersecurity is having in the European agenda, addressing these needs: - Lack of skills related to security operations among workers in general - Lack of qualified profiles in cybersecurity and as consequence a gap between qualifications and job demands - Increased risks related with a more digitalised world (financial operations, internet of things, connected industry, data storage, social networks and personal information) - Low awareness and knowledge about digital risks and how to protect oneself and one´s organisation - Low capacity of response in front of cyber-attacks, at all levels (personal and professional) With this project we achieved the following aims: - Increase the level of awareness of digital perils and the importance of adopting preventing measures among VET students and teachers - Define a set of units of competence and learning outcomes associated to different professional profiles. - Increase the level of qualification related to cybersecurity among VET students and teachers. - Reinforce cooperation between VET and business/technical experts to ensure an adequate training and qualification of workers in terms of information security.- Update the VET curriculums of the VET schools partners in the project as well as those who attended different dissemination events including training in digital skills necessary for workers. In order to achieve the mentioned aims, the project produced 2 intellectual outputs: - O1. Joint VET curriculum in cybersecurity, defining the corresponding learning outcomes related to main competences in cybersecurity, following ECVET methodology and designed following a classification of professional profiles attending to their technical (or not technical) training and their level of need on information security skills. - O2. Cybersecurity challenges, materials, developed attending to the professional profile addressed in each case, to achieve the learning outcomes defined in the previous output. This way, the potential users have available a set of materials to train and acquire the units of competence identified in the joint curriculum in cybersecurity in VET. During the project, 12 VET teachers were directly involved in the development of intellectual outputs. 48 more participated in pilot activities and around 30 more participated in local workshops to learn how to use and adapt the intellectual outputs for their lessons. Around 900 students benefitted from the updated and upscaled competences in cybersecurity of their teachers and the introduction in their VET programmes of new curricular components and materials in this field and 879 students participated in the pilot of materials. 9 associated partners, technological experts in different aspects related to cybersecurity participated also in the project by advising and assessing the production of intellectual outputs.. We can sum up CyVETsecurity results and long term benefits as follows: - Upgrade of competences of VET teachers and VET students related to cybersecurity.- Update of VET curricula with digital skills related to information security and protection, necessary for any profession in different levels. - Better alignment of VET programmes to the needs of the labour market and society in a digital era. - Definition of new ways of cooperation between VET colleges and technological experts towards a VET provision more adjusted to reality. - Higher relevance, attractiveness and prestige of VET, perceived by companies and enhancement of the role of VET teachers.

"The Learning for Living Together project was based on the objective of ERASMUS + Adult Education ""to develop innovative outputs and undertake intensive dissemination and exploitation of results in supporting, extending and developing educators' competencies"". The Project developed adult educators’ competences within both the community learning centres and further education institutions to deal with diversified groups of learners, and made use of new technologies and teaching outcomes.This project also sought to address the Erasmus+ horizontal principle ""Inclusive education, training and youth"" by providing a critical insight into promoting equality and inclusion, developing and upskilling tutors to address diversity and integration in (formal and non-formal) delivery to learners who are local, migrant, refugee and asylum seekers. This project also underpins the priority of the Paris Declaration, promoting inclusive education and training within local communities fostering a culture of respect and mutual understanding. The specific objectives of the project were met as follows: > Worked collaboratively with 6 transnational partner organizations based in the UK, Ireland, Italy, Latvia & Sweden who have particular expertise in delivery to adult education migrant/refugee/asylum seeker/ communities by developing, testing, adapting and supporting the embedding of innovative materials and practices; >Developed innovative materials for adult tutors/practitioners which were delivered to 23 adult tutors through a transnational training course based on Social Inclusion and Diversity. > Following this, the 23 tutors piloted the materials with over 100 adults learners during the life of the project, who gave on-going feedback on the benefits and the suitability of the teaching resources for the learner groups which enabled appropriate changes to be made. > Developed an online blended 18 hour social inclusion and diversity course which included a pedagogical handbook, student handbooks, assessment booklets and associated materials including film documentaries, podcasts and real life case studies (with refugees, economic migrants, asylum seekers) for adult learners and their tutors. This was accredited at level 2 by OCN (Open College Network) providing added value to the projects as accreditation was not one of the original objectives. > Built new networks of support for each partner organisation and their tutors by developing their outreach, capacity and skills base for future joint collaboration as well as internationalisation. > Shared results with wider networks within each partner country which increased their capacity to tackle racism within their own country through multiplier and dissemination events. The impact on the target groups included:Adult Learners - Increased knowledge of the needs of new migrants, refugees and asylum seekers - Development of new approaches to learning about integration of new communities - Increased capacity to challenge racism and prejudice - Increased sense of initiative and capacity to use learning at a local level - Increased level of digital competence - Increased levels of confidence, skills and cultural awareness Adult Education tutors: - Increased level of confidence and competence in their pedagogical approaches with adult learners - New networks of support developed with other staff in a European context for future joint working great insights into European Citizenship for their Learners and their roles in supporting local as well as diverse groups of learners to become European citizens - Increased bank of approaches, materials and case studies for use in the classroom/community - Increased knowledge of the needs of new migrants, refugees and asylum seekers - New approaches to learning about integration of new communities - Embedding and sharing of best practice in Adult education, training and lifelong learningIn addition, the project also had an impact on the Partners who benefited from: - Increased in knowledge and awareness of other European culture and traditions- Increased knowledge and working with organisations in different languages- Managing the intricacies of a multi-lingual working environment-Increased knowledge and understanding of adult learning practices in different EU countries- The introduction of new concepts for example the term ‘resilience’ - which was found by partners to be uncommon outside of the UK and Ireland.-Developed expertise in the multi-agency working for example College's working with social economies and government agencies.This partnership believe that the work carried over the last two years will in the long term, continue to address issues of marginalisation, intolerance and racism within a framework of equal opportunities and structured training and innovative resources which are freely available through the project website and will continue to be promoted and used by the partners & networks"

"The proposed project is based on the objective of ERASMUS + Adult Education ""to develop innovative outputs and undertake intensive dissemination and exploitation of results in supporting, extending and developing educators' competencies"". The Project will develop adult educators’ competences within both the community learning centres and further education institutions to deal with diversified groups of learners, making use of new technologies and teaching outcomes.This project also seeks to address the Erasmus+ horizontal principle ""Inclusive education, training and youth"" by seeking to provide a critical insight into promoting equality and inclusion developing tutors to address diversity and integration in (formal and non-formal) delivery to learners who are local, migrant, refugee and asylum seekers. This also underpins the priority of the Paris Declaration. This project ultimately promotes inclusive education and training within local communities fostering a culture of respect and mutual understanding. The specific objectives of the project are:•Improve the digital competencies of marginalised older learners,•Support the recognition of flexible modes of learning including digital, employability, language and citizenship through an online platform,•Develop an effective outreach, guidance and motivation strategy which encourages low-skilled or low-qualified older learners to develop and upgrade their digital skills and other key competences (language learning) and/or progress towards further and higher qualifications and in/or employment, •Promote Erasmus+ among all citizens and generations, including by offering activities ofeducation and exchanges of experiences to older learners, with view to building and adding solidity to the European identity. •To work collaboratively with 6 transnational partner organizations based in the UK, Ireland, Spain, Latvia & Finland who have particular expertise in delivery to adult education communities by developing, testing, adapting and supporting the embedding of innovative materials and practices;•To develop innovative materials for adult tutors/practitioners which will be initially delivered to 25 adult tutors through a transnational training course to support the delivery of flexible modes of learning including digital, employability, language and citizenship •Following this, the 20 tutors will pilot the materials with 100 adults learners during the life of the project, giving on-going feedback on the benefits of the materials and any changes necessary;•To build new networks of support for each partner organisation and their tutors developing their outreach, capacity and skills base for future joint collaboration as well as internationalisation.•To share results with wider networks within each partner country •Development of an outreach, guidance and motivation strategy which will encourage older learners especially those from migrant, asylum seeker and refugee communities to engage in adult learningThe impact on the target group - older learners will be:- increased sense of well-being and inclusion for older learners - increased level of digital competence- increased levels of confidence, skills and cultural awarenessThe impact on the Adult Education tutoring staff - increased level of confidence and competence in their pedagogical approaches with older learners new networks of support with other staff in a European context for future joint working great insights into European Citizenship for their Learners and their roles in supporting local as well as diverse groups of learners to become European citizens- increased bank of digital approaches, materials and case studies for use in the classroom/community- increased knowledge of older learners especially those from new migrants, refugees and asylum seekersnew approaches to learning about integration and citizenshipThis partnership believe that the long term impact of this project will be to prevent and tackle marginalisation within a framework of equal opportunities for all but offering a range of innovative digital resources suitable for older learners across Europe."

"In view of further publication on the Erasmus+ Project Results Platform, please also be aware that a comprehensive public summary of project results will be requested at report stage(s). Final payment provisions in the contract will be linked to the availability of such summary.This project aims to support students to transition to Higher Education (HE) Many students encounter considerable stress and can be left struggling to cope with the move to university and HE life. Context 1.: The proposed project is based on the overall programme objective of ERASMUS +- boost skills employability- modernise educations, training and youth and - focus on young peopleProject objectives are:-To collaborate with 5 transnational partner organizations (3 of whom are HEI's) based in the UK, Ireland, and Finland who have particular expertise in supporting students transitioning to Higher Education to share best practice and develop, adapt and implement innovative practices;-Development of a transition strategy led by Diakonia College (Finland)-Development of an accredited level two, 16 hour ""Transitioning to HE"" course with a section on promoting mental well-being ( included in the course will be a series of short films/pod casts comprised of student experiences from each partner country) all materials will be placed on an online portal. The course will developed led by (DKIT) Dundalk Institute of Technology (Ireland) 101- To develop 20 college staff in new pedagogical approaches, materials and coaching methods through a 5 days transnational train the trainer programme supporting educators to become mental well-being coaches led by (SRC) Southern regional College (UK) IO2- Development of a on-line resilience tool kit for students starting college/university. This will be a resource bank of research, case studies and practical tools to help students overcome stress, anxiety and other barriers which will help them fully integrate into HE life led by Kelvin College Glasgow (UK) IO3The target group for this project are educators and students (who will be progressing into HE) The ""Transitioning to HE"" course will be piloted to 60 students across Europe in the 2nd year of the project. The course will then be embedded within the curriculum offering of College's preparing students transitioning to HE.This project will also enable policy makers to embed the transition strategy into each partner organisation. This project will ultimately have an impact on students health and well-being and will aid retention in HE.Needs: For many new students starting university of College can be a testing time. Universities already have plenty of initiatives to support their students in place – but they could be strengthened through a transition strategy that prioritises mental health and wellbeing.This project will enable all partners to work together to in order to improve provision for learners in progressing to HE and share innovative practices within and beyond the organisations involved. The project will contribute to decreasing the anxiety often faced by students. The project will increase the knowledge and skills around self care for students. This project will also have a positive impact on HE institutions as there will be less student illness, referrals and student drop out aiding retention, achievement and ultimately making the HE institutions an attractive option. This project will benefit the learners, organisation and countries involved in the project."