1. ContextThe project aims to deepen the theme of Guidance as a useful tool to prevent early school leaving and guide children to discover their talents. The Guidance, used at an early stage, stimulates young people to get to know themselves and their aptitudes and to know essential knowledge for the construction of their personal project for the future.The trainers / teachers / counselors use a leading role assisting their support to children and their families and involving other actors of the local community in the Orientation and choice education process.2. Goals, Methodology and Target AudienceTSpace promotes the exchange of good Guidance practices between institutions working in the field of education and VET.The general objective of the project is to promote the development of teachers' skills, so that they can start experimentations in their educational institutions and make guidance a participatory and collective activity, creating educational communities to support the educational success of young people.From a methodological point of view, the project intends to create physical and experimental spaces to accompany the search for individual talents and the development of a positive attitude towards the future.The target audience is made up of (1) trainers, teachers and counselors, with particular regard to the contexts of schools, (2) students, but also (3) institutions, companies, trade associations, local authorities, organizations and other interested parties who operate in the territories and who can collaborate in the orientation processes.3. Participants and ActivitiesThe project is aimed at different categories of participants:1. Trainers, teachers and counselors in the school field2. Students aged 7-15 and families3. Local stakeholders.TSpace foresees three different kinds of activities:- 2 Joint Training Events- 2 testing periods that aim at disseminating and implementing new good practices among the partner organisations- 5 Transnational Project Meetings4. Project Management The project coordinator, in agreement with partners, is CFPCemon and will be responsible for deadlines and provide partners with all the information required for the development of the activities, to guarantee the achievement of the expected results.A working group, composed of one or two representative(s) for each partner will have in charge the implementation of the specific activities, the communication and the collaboration processes among partners. 5. ImpactThe expected impact of the project will directly affect at many levels (1) teachers, (2) students and families (3) territorial communities and other stakeholders that will indirectly be part of the project activities.Moreover, the presence of different kinds of organisations within the project will ensure an effective impact in different fields and at many different levels (local, regional, national and European/international).6. PartnershipTSpace involves 5 partners from 4 different countries, including Italy, Greece, Poland and Spain. The partnership is made up of schools, an IeFP institution, a non-profit banking Foundation.

"PROJECT FRAMEWORK - The TOGETHER project developed around a set of good practices shared between the partnership agencies and organizations. The aim of the project was the sharing of these practices and the development of experimentation experiences so as to make them transferable to other contexts. The COVID 19 pandemic started in March 2020, had a heavy impact on the project and dictated a reshaping and remodulation in the implementation of the project activities. Nonetheless, after the initial uncertainty, the partner organizations resumed their work with meetings and JTEs to continue with the work. The final handbook retraces the path and provides the methodological-scientific framework built and used in the project.OBJECTIVES – The following actions led to the goal of promoting the exchange of good practices in the regions of individual countries to prevent discrimination and violence among young people:- raising the level of competence of practitioners through the training provided in the JTEs to develop social, civil and intercultural skills- sharing the good practices presented by the partners as a starting point for experimentation- implementing ""territorial networks"" in individual countries to activate personalized services as well as detecting emerging unease among young people and offering concrete support to families.NUMBER AND TYPE / PROFILE OF PARTICIPANTS - Partner organizations identified participants for the project activities in the project target groups.1.Number of trainers / educators / animators who participated in the JTE: 352.Professionals involved in partner organizations: 250 teachers and tutors, 40 educators and social workers3.Groups of students attending school courses (11-16 years): 23124.Young people at risk of exclusion, in a situation of educational poverty and social hardship (11-16 years): 705.Families: 1006.Stakeholders: 50DESCRIPTION OF ACTIVITIES - The activities carried out were affected by the onset of the COVID 19 Pandemic which had a strong impact on the project. It actually blocked its implementation for a few months and forced the partners to reschedule activities both in terms of implementation methods and timing. In spite of this, thanks to the solid foundations built by the partner organizations in the previous period of time made the desired results could be achieved. Specifically, both JTEs (Joint Training Events) were held, the first in 2019 the second in two parts, the first in March 2021 and the second in October 2021, in dual mode (in presence and remotely). There were 3 meetings in Italy, France and Spain, while the meeting in Poland was canceled due to the pandemic. With respect to the experimentation activity, the partners carried out a number of actions and the practices presented in the first meeting led to a cross-fertilization with specific results for the reference area.The final output of the project is a document (Handbook) reporting the results of the experimentation and some guidelines for the implementation of the good practice in other areas.RESULTS AND IMPACT ACHIEVED - The TOGETHER project had a direct impact on the participants and partner organizations involved. The trainers / educators / animators who participated in the JTEs could apply their knowledge and skills to the subject of prevention of discriminatory violence, acquiring new perspectives and methods of approach and intervention. The availability of up-to-date practitioners ready to take charge of the children and build renewed educational projects was a quality breakthrough for the partner organizations operating in the social and educational field. This renewal process also involved some local stakeholders who, in various capacities, participated in some activities. They contributed to the growth of the reference area with their specific skills.Other very important targets of recipients who benefited from the project were the students and families involved in the experimentation. The students who joined their class groups were involved in awareness activities on the issue of inclusion and prevention of discriminatory violence, they could learn about the issue and lay the foundations for their individual role as ""adult citizens""."

"The contextEurope needs greater attention to the orientation of pupils for having stimulated growth and educational choices and of correct Vocational Education and Training, in a way that an intervention model better improves and transversally becomes the first instrument and probably the most important for preventing early school leaving in Europe. Education is the key to shaping the attitudes, skills and culture of young people, so it is essential that guidance is addressed from an early age. However, a conceptual shift from the orientation is needed such as ""how to choose my itinerary training path"" a ""come combined a general set of tools to make students understand the future consequences of their choice"".In Europe, many guidance practices still tend to be unstructured in an organized system, varying considerably in quantity and quality; the orientation is managed only at the moment of the choice of scholastic and professional paths and is entrusted almost to the teachers' and families of the boy. Furthermore, the approach to Vocational Training in many countries is perceived as a secondary choice and a second choice, proposed to children who find it difficult to integrate into other school courses.The objectivesThe GO VET project will transfer a guidance methodology developed by the leader in the partner countries, to verify its effectiveness beyond the local context and to distribute tools for an effective orientation that starts from the early age and aims to provide a lot of information on the world of work and professions. The GO Vet methodology is focused on the Vocational Education and Training System (VET), thus providing opportunities to strengthen the visibility of the Vocational Training paths available in the different participating countries and long-term professional opportunities, and to create conscious attitudes and professional visions.Approval of the model will also contribute to reducing early school leaving, supporting students and their families in the selection phase and providing a methodology that can be used for all native European citizens and migrants, including those who have approached the Europe recently.Alongside the creation of an organized method that can be applied from an early school age, the project aims to create an educating community that can support young people and their families during the choice phase. In this community, the stakeholders that deal with guidance are included, as well as the companies and professionals that make up the future of the maturation of each young person.The project focuses on school teachers and trainers of vocational education and training centers in order to encourage and improve their skills when guiding and guiding young people so that specific actions are planned for them to be within of their organizations the real engines of creating a new way of operating.Number and profile of participating organizationsThe organizations that worked on the project are the following- Cebano Monregalese Professional Training Center scarl - Italy - Vocational Training (tertiary level)- NMSPoysdorf - Austria General education (secondary level)- Malpils novada vidusskola - Latvia - General education (secondary level)- Malpils internatpamatskola - Latvia - General education (secondary level)- IES TIRANT LO BLANC - Spain - Vocational Training (tertiary level)The main activities carried out were1- Implementation of 2 joint training events, in Italy, at the leader's structures, aimed at describing and showing the GO model to the participants and setting up the experimentation in the various partner countries;2- Implementation of 2 12-hour course for the overall staff of each partner to extend the impact of the initiative and involve a greater number of teachers and trainers in the implementation phase;3- Testing of the GO Vet model in each partner country so as to test its effectiveness beyond the borders of the country of origin and measure the results at a medium-term expiry (3 years).Results and impact achievedThe main result of the project will be to create an orientation method organized in all partner countries supported by an educating community and animated by teachers / counselors who become not only protagonists of the learning process, but also support for the educational growth of young people.In the long term, a better perception of VET is expected as a response to the attitudes and propensities of young people and the creation of shedding communities that know how to support their young people. A dream, a hope and a hope is that the GO Vet model can contribute to reducing scholastic dispersion."

"<< Background >>The current Project aims at empowering the education providers of the tourism branch, raising the knowledge and the competencies of the learners of the field, also addressing their needs as well as increasing their employability opportunities in all 5 participating countries by equipping them with the latest updates, practices, methods as well as tools in order for them to safely develop their career path.Tourism is a powerful industry providing employment to millions of people, an economic sector that simultaneously plays a social and economic role. Yet it has been hit hard by the COVID-19 crisis in 2020. The pandemic has caused economic, social and health challenges due to its cumulative effects in terms of propagation, global reach, and unprecedented steps taken by governments to contain its spread (shutdown of borders, travel restrictions, national lockdowns, closure of restaurants and hotels) (OECD, The territorial impact of COVID-19: Managing the crisis and recovery across levels of government). Most tourist destinations were forced to halt operations (OECD, Tourism Policy Responses to the coronavirus). They recorded one billion fewer international arrivals in 2020 than in 2019. 100 to 120 million tourism jobs were put at risk, a large portion in small and medium-sized enterprises (World Travel and Tourism Council Economic Impact). This is a fundamental concern for economies as tourism is not only a vital source of foreign currency, but has also the potential to serve as a development ‘tool’ to strengthen supply chains, improve local firm productivity, create jobs and provide income (Tourism in the post-COVID world, Marielka Pangestu). Recovery should be deliberate and wide-ranging, with domestic tourism, and hereby local unknown regions and rural areas being scrutinized as driving forces. Moreover, the pandemic’s undeniable impact on the way we live means that travelers will likely think harder about their choice of destination and have new expectations (UNCTAD). Thus, the future of tourism cannot be viewed through the prism of 2019. Destinations need to present themselves as safe and secure, easy to get to and with COVID-19 travel rules that can be seen as appropriate, but not overly disruptive to travel plans (How to prepare for tourism’s rebound post COVID-19, Keiran Hutchison). New processes in transportation, mobile applications in hotels and automatic travel insurance are some of the keys for the tourism of the future. (Post-COVID Tourism: Digital, Personalized, and Safer than Ever, Patricia Ruiz Guevara). Increased level of digitalisation in tourism will enable expansion of market reach, raise growth, improve operational efficiencies, and sharpen tourism agencies’ competitive edge. It can also help to develop and customise product offerings, improve destination connectivity, generate data to track performance, and help to improve destination management (Digital Technologies as a Driver for the Development of the Tourism Industry, Natalia Natocheeva). However, the tourism sector is highly fragmented, and sub-sectors such as transport, accommodation, restaurants and catering, and personal services are all subject to very different challenges and opportunities when it comes to digitalisation. There are significant differences in human resource capabilities, different levels of awareness, and variations in digital skills. Moreover, in the tourism system, the challenges and opportunities that individual businesses encounter become magnified, distorted, and amplified both in business ecosystems, and at the collective destination level (Digitalisation in Tourism, European Commission’s EASME). In this context, it is crucial for education institutions in the tourism industry, especially for VETs, to keep up with the ongoing digital transformations, adjust their tourism education curricula and suggest a green, resilient, and sustainable development approach, by focusing on the environment, people and technology.<< Objectives >>The consortium considers the precondition for achieving a sustainable and digital tourism is solid education and career planning of the operators of the field. Based on the EU tourism policy, the current project “FuTour” aims at supporting VETs of the tourism field to redefine themselves, establish and develop innovative strategies and smart approaches. The project will promote sustainable and digital tourism by equipping the VETs of the field with the latest updates, trends, methods as well as tools in order for them to offer genuine curricula and courses so that they prepare competitive and employable future professionals/employees of the tourism field. The FuTour will present best practices, create partnership and cooperation possibilities, mastermind new services, develop innovative solutions and answers, such as gamification, preventing over-tourism, suggesting more sustainable and resilient solutions, ensuring safe and secure tourism and creating additional services in digital ways. The project will strengthen digital competences and skills of the learners so that they pave their career path independently and successfully in the tourism industry, have sustainable income as well as overall socio-economic outlook and understanding of the best practices and the innovations, and have ideas of more green and sustainable methods of the field. In the long run these measures will contribute to curb and overcome the economic crises in the tourism sector, enable operators to be compatible but also competitive with other providers and destinations as well as endure in the future sustainable smart tourism in Europe.Thus, the frameworks and solutions conceived and developed within the project will be multifaceted, comprehensive and coherent. The one-window approach will empower the VETs to get better insight, curricula and programmes, less duplications and waste of time. As a result, the learners will get a complex and all-inclusive prospect/overview in the development of their career in the tourism field, making it stronger, more sustainable and resilient. Moreover, taking into account the wide scope of the geography of the project, the patterns suggested can enrich the knowledge and expertise in digital tourism far beyond the regions/countries involved, show the importance and the credibility of high technologies in tourism, highlight their validity not only in metropolitans but also in small unknown and/or less-known regions which can get more visibility as well as economic benefits.<< Implementation >>To achieve the above-mentioned objectives, the project will produce 3 results: 1. Training kit for VETs, 2. Courses on MOOC, 3. Online Matchmaking Platform. For that purpose the following project activities will be organized: 5 Transnational Partner Meetings, 1 LTT, 5 Multiplier Events, 1 Website, 2 Sector-related analyses for 2 different curricula, 2 evaluations of challenges, needs and opportunities, 2 education material developments, 2 preparations of content proposals, 1 45-minute documentary on digital tourism and sustainability, quality and consistency checks, designing use cases, setting functional specs, multiple testings as well as further dissemination activities and publishing throughout networking events. All the produced materials will be submitted to the scientific committee of the project and will undergo the Quality Assurance analysis before their administration via webinars, in person lectures/practical exercises. Upon completion of the quality assurance check, the training kit and the MOOC will be piloted with the selected trainers (both on-line and in person sessions) in all partner Countries.As primary users of the project we will engage professional facilitators (10 from each institution, 50 in total) (trainers, social pedagogs/workers, etc) who will later pass on the achieved skills to the target group (min 1000 persons in total). The participating professionals will get acquainted with best practices, modern approaches, market challenges and requirements, create partnerships, originate genuine cooperation, jointly conceive and master new and innovative paradigms for a more digitalised tourism branch, develop and deploy innovative solutions and answers, such as gamification and experiential learning. These measures will contribute to capacity building, realistic self-assessment of the learners, support them in their career planning, enable them to be compatible and competitive in the ever developing tourism field as well as sustainably endure in the labour market in Europe.The project will have an official webpage which will serve as a basis for the internal and external communication (brochures, banners, press releases, project newsletter, podcasts on digital tourism), as well as for the provision of the programme and the forged models. Besides, it will also include a section for the internal users (project partners) communication and data administration and another common portal for networking among trainers, mentors, the target group, policy makers and any other parties engaged. This will contribute to the rise of knowledge and awareness, promote capacity building as well facilitate development of ecosystems occupied with digitalisation and smart tourism.<< Results >>The project will produce 3 Results:Curriculum SyllabusThe project will design and develop an informative curriculum that reflects the growth, impacts and associated implications of digital tourism on tourism and hospitality providers in this field. Generally speaking, an effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program. Agreeably, this curriculum should help VET providers in tourism and hospitality to understand the important role of digital tourism. Given the above, content of the curriculum development should be sector-specific and outline the relevant impacts of the growth of digital tourism on tourist practices and behaviour, urban and rural planning, and enterprise. As well, the curriculum will offer insights into the importance of sustainability in tourism and the relevance of digital tourism to destination marketing and management.Our direct target group is VET providers in the field of tourism and hospitality. The project aim is to prepare curriculum development, e.g., handbook/guidance for this specific target group, and our indirect target group are students, professionals and experts, and others, who do not have a direct background in the field of tourism and hospitality, but they want to upgrade their knowledge for their own (individual) purpose only based on self-learning. MOOC DesignThis project component consists of a MOOC design and delivery. The aim is to implement a MOOC in VET courses (permeable to HE) to learn the digital methodological framework and its innovative approach in the tourism and hospitality sector to activate innovative teaching and learning tools to support career construction. MOOC is an open access type of online course (Open Access), which provides for extensive participation via the web (Massive) based on the use of open educational materials (OERs).The MOOC will include theoretical lectures based on FuTour curriculum content. The course will offer online materials, such as podcasts, videos, and webinars. The MOOC will incorporate collaborative construction functionalities (being a cMOOC) of a shared corpus instead of transmitting a corpus ""state of the art"" through classic MOOC designs. The cooperation will be supervised to avoid chaotic learning pathways. The result will be designed in a way to allow participants to drive the course and to contribute to it in a loosely controlled environment by facilitators. This way, basic educational goals can be set and reached, and at the same time, the subject offered is provided flexibly. The assessment of learners will be multifaceted. For the MOOC's design and development, we will use formal standards such MOOQ’s Quality Reference Framework for MOOCs (based on ISO/IEC 40180). The MOOC is a tangible result which includes a set of learning contents in multimedia form both in written and visual form. It’s innovative nature lies in being a training implemented in a virtual environment Moreover, with possibility to re-build a lab activity in the Classroom or the training facilities to expand and apply the concepts learned during the courses.Online Matchmaking PlatformThe matchmaking platform will serve as a complementary tool to the training materials and MOOC aiming to support VET providers embracing the digital transformation of the hospitality sector. The platform will actually demonstrate an open and free to use online environment that matches the demand of the hospitality market for digital solutions and digitally skilled professionals with the skills that VETs gained through the project training. The platform aims to complement the hands-on training by providing an environment that allows VET providers to come into direct contact with the intended market and better understand the needs that they will come to satisfy in order to successfully sustain their businesses in VET provision."

DIWO. Do It With Others, Do It With Opera, is the name of the Erasmus+ project inspired by the successful educational project LOVA (The Opera, a Vehicle for Learning) that has been taking place in Spain since the last thirteen years with more than 11,000 students involved.DIWO is an educational project that invites a classroom to turn into a company that creates, produces and performs its own original opera.Society and education systems sometimes create trends and patterns that block the development of skills or key competences instead of fostering them. LOVA in Spain has provided hundreds of teachers with an educational tool to break that tendency. The use of LOVA and its integration into the curriculum has allowed teachers to develop trust, release responsibility and empowerment, learning through challenges, creating emotional and unstructured situations where learning can thrive.DIWO is the way to extend a succesful project into Europe, with the support of partners who make it bigger and meaningful in new contexts. In DIWO the creation of an opera is not an artistic goal but a platform for all of these practices to become meaningful and make sense. The success of the project will be the result of cooperation and learning between pairs of teachers and institutions that have already implemented it (through LÓVA in Spain) and teachers, educational centers, students and European institutions that are experiencing it for the first time.The objectives are:- Extend the success of a national educational project to students from European centers, as well as in Spain. - Bring to the international level a model of training and peer learning that allows the growth and consolidation of how to integrate the arts into the curriculum.- Foster the exchange of experiences between schools as well as between schools and arts institutions.- Generate resources like a video based tutorial collection with group activities, dynamics, challenges and games that are extremely successful and highly demanded by teachers, at all levels, who want to pay special attention to inclusion in the classroom.- Share the educational potential of DIWO as a tool that creates a desire for learning and the willingness to actively participate in the community.- Help turning the opera into a metaphor of life and, instead of simply learning about it, invite students to create it while fostering respect and team work as a means to overcome collective challenges and discover and value everyone’s contribution to the community.Activities:- Teacher training course in October 2020.- Project implementation during the school year 2020-21 in 7 schools from 5 countries.- Adding more schools during year 21-22.- Creation of a short film of the process and a DIWO Methodology Guide.- 4 transnational meetings.- Dissemination events.DIWO is based, on one hand, in the methodology that LOVA has been developing and implementing since 2007, which includes teacher training sessions, a first implementation of the project in the classroom, peer-to-peer follow up, documentation of the process, assessment and a new cycle that starts with the second year of implementation of the project. On the other hand, DIWO includes a new aspect connected with the assessment and exchange of the different ways arts institutionscollaborate with schools by country, which is very much influenced by a number of factors.During the first year, 150 students from 5 countries and 7 schools are going to participate directly in DIWO. Schools will own the project and will have found ways to make it work better for their interests and pedagogical approaches. Schools and Art institutions will have exchanged different ways of connecting culture and education. They will have new ideas to improve their collaboration in the future and will have created a small and informal European network. The second year, we will evaluate the project, its impact and its dissemination, reaching more teachers and students.Long term benefits: - The main benefit is the meaningful experience the students participating will keep for the rest of their lives.- Teachers will have learned more about the pedagogical relationship and their role in the classroom.- Schools will have run an intense pilot experience where they can gather ideas to keep offering all of their students a space where artistic creation becomes a powerful educational tool- Cultural and Art institutions will become closer to schools, learning and discovering how much they can offer for the production of art and cultural consumption and habits.- Improvement of the educational resources available in Europe to foster inclusion in the classroom through participation in team activities.- Improvement of teacher training models.DIWO offers an innovative way to learn and grow through the Opera.