Final ReportDigital engine to successThe main reason why teachers chose his project was a certain degree of cluelessness among students concerning the requirements and opportunities of the European job market. Therefore, motivating our students to deal with aspects of how to choose a career has been our goal .The project has been conducted by The Berlin College of Further Education for Information Technology and Medical Equipment Technology and the Florida Centre de Formacio ; COOP in Catarroja/Valencia/Spain.Both schools offer courses in general and vocational education subjects at grades 11 to 13. Florida Centre de Formacio also offers courses at secondary level (ESO). Participants were students from the 11th grade of our specialised grammar school and students from the fourth grade of ESO which corresponds to the tenth grade in Germany.Gathering and exchanging material about choosing the right career and options for internships, application strategies and study opportunities in Germany and Spain has been on the agenda. The results have been published on a website that can be used as an inspiration or a source of reference.Creating this website required a certain command of programming and language skills.Working in teams consisting of students from Valencia and Berlin, they attended different career advice centres and careers fairs. They put together common application forms, reports about internships, wordlists, created videos, translated interviews, added subtitles.During their stays students also explored the history and the culture of the cities. As a result, this website is available now. Participants have made great progress with regard to their language skills, their ability to work together and coping with problems. They also learned a lot about career options.In addition, these topics have been widely discussed in families and schools, not only by those involved in the project.In the long run, this website will be available to the public and can be used in classes. Contents and translations will be updated on a regular basis. Thus it can be used in the fields of career advice, language practice and infromation technology.All in all, this project has been a highly intense, positive experience of working together with young people from a different European country. The teachers involved in this project will make use of the contacts they made, e.g. by placing students into internships.

COVID-19 crises led to a fast digitization of the learning process in most European countries. The students, teachers and educational stakeholders supporting the VET education had to deal with the situation very quickly, even though they were not ready. In recent months, as a result of the interruption of the educational process schools, teachers and students have been placed in an unfamiliar, unconventional, and challenging environment. The transition to distance learning has tested the ability of school leaders, teachers, and students to adapt flexibly to a learning situation in which participants are spatially separated and the interaction between them is mediated. The efforts that were made in the whole sphere of education were enormous.Knowledge about and ability to use open source learning resources in a good pedagogical way and to equip teachers/educators with the skills / knowledge of developing their own digital materials, is therefore in great demand. Likewise, having digital access to companies as a source for learning, collaborating and job demands is essential in all VET training since we have a common European work market. Digital education readiness is also to prepare not only the teachers, but also school management and staff, students and parents to avoid some of the lessons learned from spring 2020.Target group in this project will be VET institutions and its management and teachers. Summarized the project aims to 1.Identify criteria’s for VET institutions digital educational readiness and create guidelines and checklist to implement digital pedagogical readiness competences among educators and schools as an organization.2.Create mapping tool supporting the developed criteria’s to score the Digital pedagogical preparedness. 3.Create E-Activities within digital pedagogical practical knowledge and digital pedagogical guidelines with visual supportive steps for practical creation of learning modules giving students holistic learning experience. 4.Create easy to use, low and secure E-VISIT learning tool for improved digital collaboration between school, students and companies. In the beginning the project will starts to develop concrete knowledge, description, criteria to better help VET Institutions to develop their own digital educational readiness guidelines and in parallel a mapping tool based on known criteria to score the institutions and give direction for their further work. Project will also start to develop concrete learning content within usage of digital educational resources and implementation guidelines. All this put together will be our methodology package, which contain a handbook of methods, tools, guidelines and checklists within digital pedagogical readiness competences. E-Activites within 5 educational resources and learning modules giving students holistic learning in order to support digital transformation processes among schools. Is important for VET education and will be important part of implementation process in project. Three Joint Staff training events (LTT’s) in Portugal, Germany and Norway for 2-3 teachers from each partner in order to learn and improve the created solutions will be a very important activity to both tests, evaluate and improve our work. Even more important is the learning among participating teachers, since they will be active parts to implement the knowledge, tools and software in pilot projects and workshops after the LTT.In parallel with this work, the needed E-VISIT tool will be developed and tested, first within partnership, then among all associated partner and companies partners cooperate with. The learning tool will give much needed improved digital collaboration between school, students and companies as well as open a better opportunity to visit work learning situation outside the schools neighbourhood, thus supporting the idea of a common European work market. . In total this will be a strong developed packed, giving both participating VET institutions an increased digital educational readiness covering all learning aspects of their education, but also an important packed possible to use as a whole or just part of it for schools outside the partnership.

The Digitalized Learning Path for Educational Organizations (Learning Path) project was based on the European Framework for the Digital Competence of Educators (DigCompEdu). The framework was used as a transnational reference providing a common framework, which was helpful for the cooperation, as project partners were able to compare and assess each other’s results. The project focused on 3 development paths for enhancing digital skills and competences in educational organizations. All paths contain concrete results, which are available on the project website eulearningpath.com.1)The Organizational Learning Path focused on organizational strategies, “road maps”, and each project partner developed their own organizational road map. The road maps focused on enhancing the organization’s digital capacity and defining focus areas and competence levels for teachers’ digital competence development and CPD activities. Partners tested various CPD activities and based on the experiments created/updated their strategies. The DigCompEdu framework helped focus on relevant competence areas, instead of specific digital tools/programs. This was crucial, as digital tools and programs change sometimes quite fast, whereas the competence areas are more constant. Another important aspect was the involvement and commitment of top management. This ensured that the development work was integrated into the core operations of the organizations already during the project and would continue also after the project.2)The Personal Learning Path for teachers/trainers focused on developing a model for individual competence development based on existing skills/competences and designing the path onwards according to individual needs and interests. The personal path is developed on top of org. requirements and starts from individual competence assessment. Based on self-assessment and current proficiency level, the teachers designed their personal paths with individual objectives and suitable CPD activities. Experiments of various CPD activities included in-house-trainings, online trainings, mentoring, facilitated workshops etc. and they utilized service design approach, in which the end-users were involved in the development of their own CPD activities. Based on these experiments each organization developed their training scheme for digital competence development.Proceeding with small steps, sharing experiences and developing together were essential factors in succeeding and creating motivation to go further. Validation of developed competences can be difficult in informal education and here the experimentation with Open Badges proved rather interesting. Open Badges (micro-credentials) can be rewarded for acquiring certain competences and the validation can be a motivational factor for pursuing the next goals. 3)The third development path focused on stakeholders. The project platform, eulearningpath.com, was established already at the beginning of the project to continuously engage interested parties and share development steps and results in real time. The Platform is an open online resource and will remain so also after the project. Final models and best practices are described on the website, as well as e.g. blog postings on development steps and activities taken. The best practice models can be used as such in other educational organizations, but can also be adapted and implemented in any type of organization. Therefore the dissemination activities also focused on workplace instructors, cooperative companies and HR-reps of business organizations. At the start of the project all 5 partners were in different stages of digital development and with the common framework and cooperation had a possibility to reflect and compare their stages and receive valuable feedback and insights from each other. The partners tested and evaluated different competence assessment tools and concluded that the DigCompEdu-tools SELFIE and CheckIn are most suitable for educational organizations. The work of the project group was efficient and rewarding. The structure of the project, agile & flexible development, was considered suitable as it enabled continuous monitoring of progress and quick reactions to needed adaptations.The involvement of top management proved to be crucial, as all partners are now even more committed to the continuous development of digital capacity, skills and competences. The teachers involved gave positive feedback for being able to participate in the design and experimenting of their own CPD activities and emphasized the importance of management’s support and provided possibilities. The common consensus after the project was that the Learning Path models are practical, current, and can be used as a basis for digital competence development in any organization. Developing teachers’ digital competences step-by-step according to individual needs and interests, on top of organizational minimum requirements, is efficient and motivative.

The VET mission is to support learners in acquiring knowledge, skills and competences to successfully enter the world of work. Therefore work experience is a fundamental aspect of vocational training across Europe. The Skills 4 Work project aim was to improve work experience pathways for VET students by creating and validating a Work Based Learning implementation model engaging VET organisations and business. The emphasis was on learning from each other’s experience and engaging in a real dialogue with employers by developing the model in close collaboration with local enterprises. Through practical implementation of different work based learning approaches and feedback from enterprises, the project developed hands-on implementation guidelines (model) that will improve significantly the quality of work experience for both the VET students and enterprises in partner countries. The project benefited also VET teachers by creating CPD materials and transnational transfer of good practice through joint peer learning events organised as part of the CPD. Project objectives were:•To learn about existing work experience programmes in partner countries through practical study visits organised for VET teachers as part of the CPD strategy. To foster mutual learning between project partners. •To set up a VET & Employers Working Groups in each partner country to collaborate together on developing and validating WBL implementation guidelines and engaging in a dialogue on meaningful work experience practices. •To develop WBL implementation guidelines (model) for VET.•To develop CPD materials for VET teachers. •To extend employer participation in work-based learning practices across partner countries.•To disseminate project outcomes across EU Member States.The focus of this project was on the practical exercises in Ireland, Slovenia, Germany and the UK that evaluated effectiveness of different WBL models and engaged in collaboration local enterprises. Based on that the following three outcomes were developed aimed at VET providers, teachers and students as well as employers across EU: 1. WBL Implementation Guidelines (Model) for VET2. CPD materials for VET teachers3. VET - Business PartnershipsSkills 4 Work project partners were: H2 Learning from Ireland (project co-ordinator), City of Dublin ETB from Ireland, OSZT IMT from Germany (technical vocational college), CPI from Slovenia, Solski Kranj Centre from Slovenia (vocational college) and SERC from Northern Ireland (Further Education College). A significant outcome from the Skills 4 Work project was that it allowed comparison of partners’ systems with other European countries and sharing of best practice, providing opportunity to explore innovative approaches used elsewhere. For all of the partners the project was complementary to activities already carried out in their organisations, in many aspects the project was innovative. The mixture of partners’ competencies and profile was a significant added value of the project partnership. Working together on this project gave all the partners an insight into how work based learning models operate in each of the countries and how VET teachers are supported to deliver meaningful work experience modules to their students. This project has highlighted the differences that exist between the education and training systems in each of the partner countries. The context and content of work-based learning is different in each country and that was a very interesting element of the project. Each of the partner organisations brought their own perspective to the project and they have used the study visits as a mirror against which to reflect on the current practices in their country. Local context was emerging as a key issue that needs to be taken on board when ‘borrowing’ from another jurisdiction and often it is the discussions that took place around these issues that has led to the deepest learning within the Skills 4 Work project.