"In majority of the countries today there are various programs for seniors created with the purpose of ensuring them enjoyable and active aging. However, most of them have in common the fact that they were created by people outside this age group. No matter the fact that their quality was never questionable, they just weren't accepted to the degree that was expected. The consequence being that a pretty large number of seniors is socially excluded, which became more than obvious during the global COVID-19 pandemic. Partners in the ""Inactivity is not an option“ project believe that greater activity, intergenerational cooperation and social inclusion of seniors can only be stimulated by programs created with them being involved. Here one has to bear in mind that today's seniors belong to the so called ""Baby Boom"" generation and they have certain issues with key competences (EU, 2018) that prevent them from getting included and being active. For those reasons, this project is ruled by following objectives:- create and promote an innovative lifelong education system directed at seniors individuals as a framework for instigation of their activity;- develop quality innovative tools as an enticement to start creating programs for seniors, both individuals and groups (guidelines, programs, guides, ...);- contribute to proper understanding of the EU value system and possibility of senior activism;- promote the Erasmus+ program that makes provision for networking and brings along a transnational component as well as new notions and values for seniors;- encourage the volunteering system based on the axes senior educator – senior volunteer – user creator;- merge experience with energy through intergenerational cooperation for the well-being of individuals and society as a whole and encourage networking of high school volunteers in these activities.In order to meet the said objectives, this project offers four intellectual outputs:- O1: Guidelines for development of senior competences- O2: Development of the L – N – A system for seniors (L - Learn, N – Network, A – Act) in the form of a Guide through the system- O3: Curriculum for the training of trainers/teachers, seniors-educators and seniors volunteers in form of a program- O4: How to get results? In form of a Collection.Major target groups are seniors, teachers and trainers belonging to institutions for adult education and gerontology institutions and high school volunteer groups. Alongside them, target groups are also institutions for adult education in general, public institutions dealing with seniors, various volunteer groups and retirement associations.According to our predictions, 358 people belonging to partner organisations, associated partners and target groups will directly be involved through project activities.The activities they will be involved in are: five transnational project meetings (50), 5 pilot programs (50), 3 staff trainings (30), creation of four intellectual outputs (20) and 5 multiplier events (208).The expected impact of the project from its implementation, the results and after its completion is update of knowledge, encouraging of activity, social inclusion, intergenerational cooperation and adoption of European values with older generations.One of the most important assignments of the GER-APP project is creating connections with the future in order to ensure the sustainability of project results. As already explained, the GER-APP project is considered to be a significant step for encouragement of change:- in the way teachers and educators think when it comes down to the area of lifelong education of seniors - among seniors regarding the need for lifelong education, being active and getting involved, social inclusion, intergenerational cooperation and European values.With the purpose of maintaining the main results of the GER-APP project, two new work groups will be created among partners and associated partners that will continuously be monitoring exploitation of project results in both above mentioned segments. The work groups will monitor the exploitation of project results at least 2 years after project completion. Their activities during that period will be posted on project web page and Facebook and LinkedIn pages."

"The European Welding Federation has developed an international harmonised system for education, training and qualification in the field of welding technology. It was a pioneer organisation developing the first harmonized system embracing all the European countries for the qualification of personnel for a wide range of levels both in welding, related technologies and inspection. In recent years, EWF and its members have been working on the update of its education system by designing new qualifications and revising existing ones to align them with the learning outcomes approach. This is already an enormous step in the modernisation of the EWF Qualification and Training System, but as it was being done, it was noticed that there is an insufficient awareness among the educational staff of new pedagogical approaches and methodologies that can be used in the system for a better learning, as well as the possibility to embed key competences development in EWF Training System, thus promoting a better prepared workforce.The objectives of this project are to:- Promote an uptake of an active learning approach by the EWF Education System and technical training in general- Promote the use of alternative pedagogical approaches by technical trainers and teachers, e.g. using digital resources, problem-based learning and other innovative approaches- Challenge educators from the STEM field to embed in their own educational resources the development of key competences in trainees- Foster an entrepreneurial spirit in European citizens, able to research, select, analyze, organise and present information- Improve the provision of Higher VET, increasing the attractiveness and relevance of VET- Promote an assessment framework that will help trainers and teachers deal with the challenge of evaluating the different types of lessons proposed in the WELDONE ToT curriculumTo achieve these objectives, this project entails five Intellectual Outputs:O1: ToT curriculumCurriculum for a train of trainers course that enables trainers and teachers to deliver technical training in a WELDONE way - using alternative pedagogical approaches and embedding key competences development in technical subjects’ trainings.This curriculum can include the following Competence Units (CU):CU1 - Multiple intelligences and learning stylesCU2 - Learner centered didactics: Problem based learning, Critical thinking and Collaborative learning.CU3 - GamificationCU4- Digital competence and using digital resourcesCU5- New media didactics: the use of social media, micro-learningCU6- Personal, social and learning competence CU7 - Entrepreneurship competenceO2: Conceptual HandbookPublication in both hardcopy ISBN and eBook format with innovative essays on the suggested methodologies and targeted key competences for promoting them in welding and related technologies - and STEM in general - training delivery; good practices; the reasoning behind the application of these alternative approaches in technical training; case studies; why embedding key competences development in technical training is a must; training notes on how to use the material in the welding and related technologies VET.O3: How to get WELDONEToolkit meant to be a ""ready-to-use"" resource to facilitate the implementation of the curriculum using a workshop model. It will not also include pedagogical resources, but also practical resources focusing on the development of the specific key competences that we propose to embed in technical training.O4: Assessment methods A set of formative and summative assessment methods will be presented: Paper Quizzes, Product-Oriented Projects, Process-Oriented Projects, Interviews, Writing, Art and Ditching the Numbers.O5: Pedagogical guideline for EWF Training SystemPolicy recommendation to promote a change in the pedagogical approach used in EWF Training System.All partners of this consortium will be involved in all outputs development except for O5, in which only EWF members and the project coordinator will be involved.202 people will be directly involved in the project activities:C1 event - Learning outcomes approach: 14 educational staff members from partner organisationsC2 event - Alternative pedagogical approaches: 14 trainers from partner organisationsC3 event - Assessment methods and tools: 14 trainers from partner organisationsNational outreach seminars and Final multiplier event: 124 stakeholdersThe main target group of this project is educational staff from the EWF network, but it is also extended to technical trainers in general.All project Outputs will be available in En, Croatian, Portuguese, Romanian, Hungarian and Greek, except for O5, which will only be available in EN due to its international character."

"""The future of work will be a race between education and technology.""Mauricio Macri, Former President of Argentina, host of G20, 2018COVID-19 has had global impact on overall social movements. Education and especially vocational education - its practical part in particular - have been influenced as well. All the classes have moved to the internet and many teachers have found themselves in trouble. According to an OECD report, more than 60% of them have not learned to work in a digital environment. On the other hand, in vocational education, the problem is even more pronounced and relates to skills - the practical part of education. And while online theoretical classes have been implemented at a certain pace, many students have been left without the opportunity to do the practical part in industry, training centres and schools due to COVID-19 and anti-pandemic measures. As a result, in Denmark alone, e.g., close to 20,000 students were prevented from taking practical exams.Both of these problems suggest that quick solutions need to be found to alleviate the problem, primarily through better access to distance learning. The project partners see the solution in Digital Reality tools that allow students to complete a real task with a simulated tool or in a simulated environment mirroring reality, which ultimately solves the burning problem of practical teaching and taking practical exams. In order to do this in the right way, it is necessary to develop a good pedagogy and methodology for the use of DR tools, which currently does not exist, as well as tools that will raise teachers' competences and enable teaching processes to lead safely towards learning outcomes needed for the labour market.For this reason, the objectives of the project can be summarized in the promotion of DR tools as a solution for distance learning with the possibility of application in theoretical and practical teaching, but also in various and even social crisis circumstances. Also, the goal is to develop tools for raising the competencies of teachers to work in the DR environment, promoting learning with technology. The project involves 7 partners from 6 European countries of different profiles and competences in the field of DR. Association for the Promotion of Vocational Education, Secondary Vocational School and University as experienced users of the DR tool, companies that produce simulators based on DR technologies and a virtual reality development agency.Partners will develop 6 outputs during project implementation:1) Basics of digital reality - A handbook for teachers and trainers on how to use different virtual reality simulators for professional occupation in VET2) VET library of DR - A database of digital content creators / developers3) HOW TO ... - Best practice examples from VET digital classrooms across Europe (platform for knowledge exchange)4) Pedagogical guidelines for learning and teaching using DR technologies5) Technical manual: Minimum conditions for education, training and testing in educational processes in virtual environment6) Guideline for Online assessment: Tools and procedures to perform harmonized online assessment of learning gained through virtual environment.As there are currently no solutions in existence such as the ones offered by this project, and they are necessary ASAP, the partners decided to apply a ""step by step"" methodology in the implementation of the project, i.e. step by step to the solution. All outputs will be developed according to this methodology, both internally and externally. Such an approach will enable that, through selected media, the obtained results are published part by part and that the target groups have some of the results available already in the second step (phase) of project implementation.The project results are intended primarily for secondary vocational teachers, their students, high(er) VET education, adult education institutions with vocational characteristics and public authorities at national and international level. What is important to emphasize is that pedagogical guidelines are generic for DR to ensure transferability. Therefore, their use will not be limited to vocational education.The DRinVET project will have an immediate and long-term impact on target groups and vocational education as a whole - from the local, national to international levels. The project can be considered a basis, because it will deliver those tools that will provide all target groups with easier access to DR technologies and the foundations for further personal development of teachers and students and the development of educational organizations and institutions in which they operate and learn. Teachers, trainers, students and trainees will learn how to learn with technology. This will allow them to dive into DR as experienced users and participate equally in the education and technology race mentioned in the saying at the beginning of this summary."