Within the student-centred approach teachers mainly focus upon what students should learn and emphasize why (Bransford, Vye & Bateman, 2002), they take into account the already existing knowledge of students (Bransford, Brown, Cocking, 2000; Protheroe, 2007), provide different opportunities for students to learn, often change teaching methods, help students who have troubles and consider their background. Teachers discuss with students which study activities lead to good results, expose students to looking for alternatives and trying to find their own solutions. Examination questions refer to real situation and do not lead to categorizing students with regard to their marks. Aslan in Reigeluth (2013) state that modern educational systems should address the needs of the contemporary students, facilitate the study process and prepare students for social life so that each educational system should look at each individual student as a student with special needs and should not require that all students learn in the same way. This project intends to support more teachers with the latest theoretical and empirical data about this pedagogical approach and motivate them to create new and better teaching methods and other ways of personalised approach. This will contribute to revision and strengthening of the professional profile of the teaching professions, the attainment of students, the organizational culture at universities and/or to the modernisation of Europe’s higher education systems. The objectives were to make a research of the contemporary student-centred and/or personalized approach in several European higher education institutions, write a handbook of good practices for teachers and publish several articles in peer-reviewed journals.The first part of the project was performed by four participants from four European countries, three HEIs and one research and development SME specialized in development and support of programmes and courses for teachers and trainers. The second part of the project was made by three HEIs: IBS International Business School Ljubljana, Slovenia (coordinator), Kauno kolegija Lithuania and University of Economics Radom, Poland).The main activities carried out within the project were:1) A large-scale research on the theory and practice of the student-centred learning included an overview of numerous contemporary authors from the participating as well as from many other countries and the empirical research made among 634 university teachers in the participating countries. This helped to make evaluation of the present situation and directions for future development of the student-centred learning.2) A teachers' handbook on good practices from student-centred learning contains 100 descriptions of the learning process, assessment and other activities that enable personalised approach. The descriptions were written by 50 university teachers from Slovenia, Lithuania and Poland.3) Seven peer-reviewed articles are published in Slovenian (4), Lithuanian (2) and Polish academic publications (1). Some of them present the complete project while others deal with specific themes that are important for development of the student-centred learning (e.g. information literacy).4) Dissemination activities include the peer-reviewed and other articles were published on the websites of the participating organizations, on Google Scholar and in printed form. The coordinator organized an international conference on student-centred learning which took place in Slovenia. All three partners transferred the information to numerous university teachers not just in their HEIs but to many universities in their countries (in Slovenia to all universities and to all heads of departments of each university). The information about the project was disseminated also by Facebook and Linkedin.5) Management and evaluation activities are described below.The most important results of the project are the research study, the handbook for teachers, and the articles in peer-reviewed journals that all acquaint university teachers, managements, students and larger public with the contemporary findings of the student-centred learning, contribute to a better awareness of the benefits of the student-centred learning and motivate teachers to use the concrete cases in their everyday work. The impact was the strongest in the participating organizations but also other university managers, teachers, students, government and larger public mentioned that they would be interested to introduce this pedagogical approach. This project will show long-term benefits - improve the attainment of young people, and reduce the number of low-skilled adults who study at universities - in the next years.

As the project was approaching its final phase, the world was struck by a global pandemic forcing the use of digital technologies as the only viable option for learning across the curriculum. The results of the initial endeavours varied widely, not just between countries but also on a local level with Education authorities in the UK offering varying levels of provision. In RCT where the coordinator is based, live video conferencing was initially banned entirely whereas in neighbouring Cardiff secondary school lessons utilised meeting platforms to connect with students.Member states are still adapting their existing ICT curriculum to include coding and computational thinking throughout compulsory schooling or implementing ambitious overarching digital competence frameworks, but understandably, the process is somewhat on hold in many places. The pandemic has created an additional major problem for those responsible for training teachers, in particular creating opportunities for continuing professional development. Much of the recent in-house training has focused on the basics of using platforms to deliver online learning and less on the content or pedagogy of the online learning. Just 6 months prior to the Covid-19 outbreak, the European Commission published a study which reported less than 1 in 5 students across EU28, Norway, Iceland and Turkey attended a school with access to high speed internet, that students overall, and particularly female students, rarely engage in coding/programming activities. The results also showed that most teachers engage in ICT training in their own time, with only only between 12% and 27% of European students being taught by teachers who participated in compulsory ICT training.Over the coming year, schools will gradually open back up and the situation relating to teachers' digital competencies will still remain an issue.Despite the so-called Digital Pivot and the increased use of technology platforms for delivering lessons there is still an unprecedented level of demand, the training of teachers still needs to get smarter and more efficient.Project Results1) A critical analysis of different strategic approaches together with tools to measure progression and quality to support those education professionals who are responsible for developing and implementing strategies for integrating digital technologies into the curriculum at all educational levels 2) A Trainers Handbook detailing and evaluating different modes and models of delivery and including guidelines for their implementation, examples of good practice, case studies etc3) A trainers tool kit of materials and resources, programme outlines, content and activity ideas.4) Recommendations and amendment to the above to allow the results to be transferrable to other education sectors, specifically VET and Adult Education.5) Establishing and facilitating a community of practice for those involved in helping teachers to deliver the new digital competences and helping them to integrate the use of technologies for learning in their classroom. The groups who benefit directly are staff development professionals, teacher trainers, institutional managers and those responsible for strategy at regional or consortia level. It is estimated that there are about 400 direct beneficiaries and 1200 indirect beneficiaries who are teachers and teaching support staff. The main project outputs are;A toolkit comprising a team-map planning chart, a digicompedu linked route map with in-built self reflection and evaluation questions, a review of policies and strategies, a mind map of policies and strategies, a detailed assessment and planning tool with incorporated quality assurance, and a self-assessment tool for educators, A handbook for teacher trainers and other staff with responsibility for providing CPD in digital learning technologies and related areas. A web based bank of downloadable open education resources (OERs) for teacher education.A series of five special reports to address the specific challenges and opportunities for promoting digital competences in the field of VET. Adaptations and comments on the outputs relating to the field of Adult Education The project team worked closely with regional and local staff and curriculum development agencies together with Local Advisory Groups. The immediate impact is the increased capacity to provide high quality staff development at local level and the longer term impact will be better integration of technology enhanced learning in the classroom.

The project promotes the idea of self employment to young people as a viable route to employment and creates learning opportunities that enable them to explore this option further. For those that want to progress, it provides a new approach and a new pedagogy for entrepreneurship training using teams of Young Ambassadors, who are themselves successful young entrepreneurs to act as role models, deliver workshops and peer support through a young entrepreneur network.The project outputs include all the materials and resources that other organisations need to replicate the model which are stored on a content rich website together with training videos. The materials include a Training the Trainer pack for training the Young Ambassadors in workshop design, presentation skills, coaching and mentoring skills as well as an innovative curriculum and methodology for entrepreneurship education. There are a set of detailed entrepreneurship training modules complete with indicative content, trainer notes and a menu of activities. This is supported by a databank of web based multimedia materials so that the programme can be delivered on line as well as face-to-face.The incentive for this project was that outside the formal education system, existing structures for supporting young entrepreneurs are not working. The popular ‘one-stop-shop’ model presupposes that someone already has a business idea and focuses on how this can be taken to market. Young people need much earlier intervention to help them think creatively and generate the ideas. Also there is a problem of scale and the standard formal instruments (such as bank-generated business plans etc) do not meet the needs of, for example, the 16 yr old who wants to start a window cleaning round. Nor do the existing agencies actually provide real entrepreneurship skills training or help young people set up alternative business models such as social enterprises. There is no specific demographic targeted by the project but because all four partners are based in areas of high social deprivation, high unemployment, low educational achievement and an average of 25% of the population with household incomes below the official poverty line, many of the participants will be suffering from multiple disadvantage.A focus of the training for aspiring entrepreneurs is the embedding of communication, numeracy and IT skills into the technical training they receive in the workshops. The topics are also very different including using story-telling as a business tool, creating radio programmes about their business, using video workshops, creating digital histories and so on.Over 300 young people participated in the project and 20 other agencies and youth organisations participated in events to enable them to roll out the model to their own organisations.Impacts are measured using standard impact indicators drawn from ‘Effects and Impactof Entrepreneurship Programmes in Higher Education’ (European Commission DG Enterprise and Industry 2012). Although this is not a higher education project, it nevertheless has the same aim - to increase the numbers of young entrepreneurs. This report provides base-line data in 4 key dimensions against which the impact of enterprise education can be measured, Adopting the same measurement scales and data collection tools also allow comparisons to be made between the impact of this project against the impact of university entrepreneurship programmes. The most important targets for dissemination are policy makers and policy influencers and the medium term impacts will be a change in policy and a corresponding change in the nature of support available to young entrepreneurs which better matches their needs. If this can be effected, long term benefits will be an increase in the number of new entrepreneurs, improved viability of their businesses and a corresponding improvement in the regional economies.

Virtually all European Member state countries are promoting the use of digital technologies for teaching and learning in Vocational Education and Training. Competence in the use of digital technologies is seen as central to the promotion of new jobs and to the modernisation of VET. This requires new approaches to pedagogy in teaching and learning and new skills and competences by VET teachers and trainers in producing digital learning materials. The EU Joint Research Council has recently produced a Policy Report on a European Framework for the Digital Competence of Educators (DigiCompEdu), intended as a reference framework tool for implementing regional and national tools and training programmes. However, embedding technology in vocational education training in schools and in the workplace has a long way to go and many VET teachers in Europe have received little or no Continuing Professional Development in the use of technology for learning. This is especially so for part time teachers and trainers. There is a major challenge in creating opportunities for continuing professional development for existing teachers and trainers, including part time vocational teachers and workplace trainers. The project will develop open and innovative practices for the training of VET teachers and trainers in the use of technology for teaching and learning. The OECD’s Teaching and Learning International Survey (TALIS) Teachers’ Professional Development in Europe (2014) estimates that at that date there were still 2 million teachers who had received little or no training in using and teaching digital technologies. To cope with this unprecedented level of demand, the training of teachers needs to get smarter and more efficient. Project Results 1) Provision of support for those education professionals who are responsible for developing and Extend the European Reference Framework in the areas of digital pedagogy and the development of digital Open Educational Resources for VET teachers and trainers in school and workplace settings 2) Development of learning scenarios for different sectors in VET and creation of a model using learning scenarios for training VET teachers how to develop and use their own resources 3) The initial development of a digital repository of Open Educational Resources and best practice exemplars of using technology for teaching and training in VET in school and workplace settings 5) Exploration through interview and case study the different models and practices in delivering professional development for VET teachers and trainers 6) Development of the infrastructure and proof of concept for a Community of Practice in the use of technology for Open Education and training in VET in Europe. The target groups who benefit directly are staff development professionals, teacher and trainer trainers, institutional managers and those responsible for strategy at regional and national level and vocational teachers and trainers working in vocational schools and in the workplace. It is estimated that there will be about 400 direct beneficiaries and 1200 indirect beneficiaries who will be the vocational teachers and workplace trainers. The outputs of the project include a report on the Extension of the European Reference Framework in two key areas: Digital pedagogy and the production of Digital resources, learning scenarios for different sectors, and a model for using learning scenarios for training VET teachers and trainers on how to develop and use their own digital resources. These scenarios will provide trainers with practical guidelines for learning approaches, activities and content when designing their own lesson plans. A Community of practice for VET teachers and trainers in the use of technology for teaching and training in VET. The project team worked closely with regional and local staff and curriculum development agencies together with a Local Advisory Groups made up of key stakeholders. The immediate impact is increased capacity to provide high quality staff development and the longer term impact will be better integration of technology enhanced learning in vocational schools and in the workplace as a key contribution to the modernisation of VET.

"Artificial Intelligence (AI) can be defined as a computer system that has been designed to interact with the world in ways we think of as human and intelligent. Ample data, cheap computing and AI algorithms mean technology can learn very quickly. The transformative power of AI cuts across all economic and social sectors, including education.UNESCO says AI has the potential to accelerate the process of achieving the global education goals through reducing barriers to accessing learning, automating management processes, and optimizing methods in order to improve learning outcomes. Education will be profoundly transformed by AI. Teaching tools, ways of learning, access to knowledge, and teacher training will be revolutionized.A recent European Joint Research Council policy foresight report suggests that ""in the next years AI will change learning, teaching, and education. The speed of technological change will be very fast, and it will create high pressure to transform educational practices, institutions, and policies."" They say it is therefore important to understand the potential impact of AI on learning, teaching, and education, as well as on policy development.AI is particularly important for vocational education and training as it promises profound changes in employment and work tasks. There have been a series of reports attempting to predict the future impact of AI on employment, producing varying estimates of the number of jobs vulnerable to automation as well as new jobs which will be created. But the greatest implications for VET lies in the changing tasks and roles within jobs, requiring changes in initial and continuing training, for those in work as well as those seeking employment. Cooperative robotics offers new work designs and job scenarios for occupations avoiding repetitive work tasks. This will require changes in existing VET content, new programmes such as the design of AI systems in different sectors, and adaptation to new ways of cooperative work with AI.If teachers are to prepare young people for this new world of work, and to excite young people to engage with careers in designing and building future AI ecosystems, then VET teachers and trainers themselves require training to understand the impact of AI and the new needs of their students. There is an urgent need for young people to be equipped with a knowledge about AI, meaning the need for educators to be similarly equipped is imperative. This requires cooperation between policy makers, organisations involved in teacher training, vocational schools and occupational sector organisations, including social partnersFor VET teachers and trainers there are many possible uses of AI including new opportunities for adapting learning content based on student's needs, new processes for assessment, analysing possible bottlenecks in learners’ domain understanding and improvement in guidance for learners.AI systems can provide diagnostic data to learners so that they can reflect on their metacognitive approaches and areas in need of development. New pedagogical possibilities include learning companions based on affective computing and emotion AI. AI systems can help in interpreting activities undertaken in VET, linking theoretical and practice-based learning.AI can be a key technology in the modernisation of VET by providing new opportunities for adapting learning content based on student's needs, new processes for assessment, analysing possible bottlenecks in learners’ domain understanding and improvement in guidance for learners.The project will promote open innovative methods and pedagogies and develop learning materials, tools and actions in the form of Open Educational Resources that support the effective use of Information and Communication Technologies (ICT) to provide initial training and continued professional development for VET teachers and trainers in Artificial Intelligence. The project will extend the European Framework for the Digital Competence of Educators, a reference framework tool for implementing regional and national tools and training programmes to include AI.The project will seek to support VET teachers and trainers in extending and adapting open curriculum models for incorporating AI in vocational education and training. Furthermore, the project will develop an Open Massive Open Online Course in AI in education in English and German, open to all teachers and trainers in VET in Europe. The course materials will be freely available for other organisations to use for professional development.The realisation of the potential of AI for VET requires the involvement of European teachers and trainers in designing solutions to the key educational challenges facing VET. Technologists alone cannot design effective AI solutions. The implications of AI for VET curriculum and for teaching and training in schools and the workplace are profound and educators must engage in discussing what needs to change as a matter of urgency"