This Knowledge Alliance aims at modernising EU’s higher education systems in the field of textiles and clothing (T&C) through a better anticipation of skill needs, based on development of sustainable partnerships between education and employment. This Alliance will result in a facilitated sector adaptation during crisis processes through a better anticipation and positive management of change, via the training of a new generation of strategic managers able to foster stronger synergies between innovation, skills and jobs.Starting from companies’ needs, a pan-european MOOC (Massive Online Learning Course) will be developed in 8 different EU languages, educating the future T&C Managers for export, marketing, innovation, sustainability and entrepreneurship oriented companies (TECLOM).ACTIVITIES- Development of sectoral methods for anticipation of skills needs - Implementation of specific initiatives that stimulate employers to co-invest in the activities of HEIs, research and business centres to address new skills requirements - Development of a new flexible, innovative learning approach and delivery method for the T&C HEI sector, taking into account barriers existing among SMEs and based on experiential learning / real-life situations- Set up of the EU curricula of the new professional figure of the TECLOM, endowed with more advanced social, entrepreneurial and management skills- Development of flexible devices for validation and recognition of entrepreneurship skills, using ECVET principles - Providing the sector with a MOOC for the new TECLOM – a freely accessible and openly licensed online course aimed at unlimited participation and open access via the web – with a strong use of simulation and real-life situations - Pilot the MOOC on over 200 among T&C university students and managers (8 Learning Labs)- Set up of a European Development Network for TECLOM pooling the assets of universities, research centres, SMEs and large companies together.

"Our DREAMY m-LEARNING prj successfully fulfilled the aims & instructions of the application form & the initial prj activities & objectives have been carried out & reached to its final aims successfully & where our prj's aims were;• to help women who acquire skills & sustainable employment patterns while still continuing to sell their products in traditional ways to support their families,• to help women who have acquired e- skills & learned to market & sell a product thru Internet & may also help other members of the family (their fathers,children, husbands) to develop their smart phone skills and/or market their products.Our target group is women with lower educational attainment who produce handicraft from their home.The aim is to help them to acquire mobile-digital & entrepreneurial skills for them to sell their handicrafts in digital markets by using smart phones efficiently.According to this aim,we developed a mobile app which is easy to understand & easy to use;for Android & iOS operating systems,web based interface bridging mobile app's to m-learning portal. Mobile learning platform included innovative & easy to use,based on ""learning while practicing” principle for the low-educated women & also simple&understandable way while taking into account the socio-cultural&educational status of the target groups.The content of the mobile app has been prepared in all languages &our m-training courses were a source for mobile app as well as for the handbook that was produced in the prj.While making the translations of the m-training courses,national priorities were also inserted in the modules for the mobile app.Aims were to motivate the interest & persistence of low-educated women,by using instructional teaching approach.Each module contained a short way of teaching material on the way to sell their goods thru internet,they were simple,straightforward,self-paced introductions. Women access the information about any topic by pressing the keys on that topic's name.At this stage,women just follows the instructions & obeying what is said on the mobile app, she will be successful in selling her handmades successfully.By means of this platform,they can easily access the information they require.By the established training program,low-educated women are now able to use these training modules to start up their own businesses.We realized our goal where it was to give them a solid foundation thru a very simple path.So,we excellently fulfilled our aim in our prj,giving entrepreneurial attitudes thru efficiently using smart phones of participated women for to sell their handicrafts in digital markets as entrepreneurs.In parallel with,we rose public awareness thru dissemination activities, workshop & other activities & also achieved sustainable impact of the prj results after funding.We performed & are still performing our dissemination activities thru meetings,seminars,conferences,face-to-face discussions,MEs & news at the newspapers, magazines & internet medias.As from the dissemination activities,we see that our prj has a great interest from the participants & we believe that,our prj will have a great impact on our target group in the future also.The outputs we prepared in the scope of our prj are very unique & there is no similar prj performed upto now so it will be very beneficial for the users of our prj.The IO's in our prj are,• SOTA (National rep,State of the Art),• Dreamy m-Learning Mobile app, The links are as follows: Android Google Play: https://play.google.com/store/apps/details?id=eu.dcnet.dreamymlearning iOS App Store: https://apps.apple.com/app/id1450258839 • Dreamy m-Training courses,• Dreamy m-Learning web portal, www.dreamy-m-learning.org• Dreamy m-Learning handbook,Our consortium included 8 partners whereas they were;1 association (AFIK),1 National Public Body (AFAS) 2 Univ.(HBVU & LJUB),3 SME's (ORKON,DANMAR & GUIMEL)&1 school/Institute/Educational Centre (IDEC)which constituted a variety of different organisation types meaning that we were able to share our different point of views & perspectives about the prj in many ways.Also the partner countries are from different areas of Europe,being from the north,east,west&south of Europe,almost from different geography & cultures of Europe which again brought different ideas to the prj & this was the very creative & innovative side for our prj.And the sharing of the tasks in the partnership was as follows &whereas we applied our activities successfully by dividing our working packages as the following:A1 (Prj Organisation & Management) AFIKAD+ORKONA2 (Develop.of the m-Training Course & State of Art SOTA)HBVU+LJUBA3 (Develop.of Mobile App) DANMAR+LJUBA4 (Setting up the interactive webpage) ORKON+GUIMELA5 (Develop.of Dreamy m-Learning Handbook)LJUB+GUIMELA6 (Testing of the Products & Monitoring & Evaluation of the Prj) IDECA7 (Dissemination,Exploitation & Sustainability of the Prj)GUIMEL+AFAS"

Equality between women and men is one of the principle ideals of the European Union. In its “strategy Europe 2020”, the European Union considers equality between women and men as a growth driver for the economy, employment, of social cohesion and long term development. On this basis, one of its priorities is the increase of female employment between now and 2020. In Europe, only 60 % of women work in contrast to 76% of men. 36% of working women including women seeking employment, are predominantly from 6 categories of industries within a list of 130: sales, care work, clerical work and other office jobs, catering and cleaning jobs. These types of employment are generally paid less, often part time, and for certain jobs are antisocial hours. For men, 25% are predominantly from the following categories: drivers, builders, tradesmen, management of small businesses, science and technology or mechanics. These jobs are generally better paid, often on a full time basis, and at normal working hours. Therefor the job market is divided into jobs which are traditionally held by men, better paid, and more buoyant, as opposed to roles traditionally held by women that are less so. A study by the European Commission describes this situation of “employment segregation” and of “gender segregation in the labour market” (Study of Francesca Bettio and Alina Verashchagina). Women struggling to reintegrate into the job market are the most affected by this phenomenon. These women choose or are guided towards jobs that they believe or are led to believe are appropriate to their skill set, more often than not in the care or cleaning industry. A structured support network while seeking employment has a crucial role to play in retraining unskilled women in the industries listed above.More specifically, this support is essential to broaden women’s professional horizons regarding jobs in industries traditionally male orientated and often higher paid and less precarious.The project, “Gender Diversity means more employment” provides tools to raise awareness and training necessary for these structured support networks to help find employment.The tools :- A guide to raise awareness: 10 step guide to a successful female retraining into a traditionally male role- A training manual on the retraining of women in the work place towards jobs traditionally held by men, for structured support to help find employment- A methodological guide to facilitate implementation of company visit : on site visit to experience professional roles traditionally held by men for female job seekersAvailable on project website : www.mixite.eu5 partners participated in the realization of this project:- Dobrich CCI (Bulgaria): Chamber of Commerce and Industry- Charline Jambert /CJ Conseil (France): Consultant in professional gender equality - CIAPE (Italy): Training Center for Lifelong Learning- GUIMEL (France): Company acting for the social bond in the field of vocational training- Hauts de Garonne Développement (France): Economic Development Agency

"IntroductionTwenty-first century Europe is experiencing an uplift in the health of its population, with adults living longer, healthier lives than ever before. This has an impact on the demographic profile of our communities, with a higher proportion of older adults among the population. The project is aligned with the problems caused by demographic changes all over the world where the number of older adults is increasing every year and creating serious load problems for accompanying social and health systems. This was recognised by the European Union Commission when it started a Research and Development programme called Active and Assisted Living in 2008 (www.aal-europe.eu), aiming to stimulate the development of ICT-based systems and new models of elderly care. These systems support the active ageing and wellbeing of seniors at home in order to avoid their hospitalisation, and to stay in their own house and environment as long as possible. The purpose of Grandis was to improve vocational education and training to optimise adoption and successful use of these systems.ObjectivesGrandis XXI. project aimed at providing a possible answer to the challenges of the ageing societies by developing curriculum and online course for the social caregivers of the 21st century based on a requirement analysis by involving the target group and beneficiaries from the partner countries. The main results of the project is the course ""Connected Care of Older Adults"" a competence-based, modular training programme designed for formal and informal carers. The course prepares carers for effective use of ICT-based tele-care and communication systems that help monitor, manage, and improve the ability of people to live independently and interact with their care network. It aims to equip carers with an understanding of the demand for new approaches to care and to enhance its delivery through the use of a variety of eHealth technologies and smart devices, like home appliance monitoring, activity sensor wristbands, movement monitors, and even some tele-diagnostic tools installed in the home. Topics addressed by the project:1. ICT - new technologies - digital competences2. Health and wellbeing3. New innovative curricula/educational methods/development of training coursesTarget groups- Students of vocational education- Formal caregivers, care workers, informal caregivers involved in the long-term-care of their relatives- „Young” elderly people retired from related professions (e.g. teachers), who are interested in working as informal caregivers in online communities.PartnershipGrandis Consortium includes 8 organisations from 5 countries, among them vocational educational schools from Hungary, VET providers from Hungary and Ireland, universities from Spain and the United Kingdom, and a society with social activities from France. In the consortium experts from vocational and higher education, information technology, social care and gerontology worked together in the development of the planned intellectual outcomes.•Prompt-H Information Technology Training, Trade and Service LTD., Hungary•Szalézi Vocational School, Hungary•Veszprémi Vocational Centre Öveges József Vocational School, Hungary•Universidad Europea de Madrid, Spain,•Aston University, United Kingdom •The Irish Computer Society Ireland•Guimel Association, France•Corvus Adult Educational Provider, Hungary The beneficiaries of the project results in the long term are older adults from 55+ but with a focus particularly on those over 65.Results and impact attained, long-term benefitsThe indicators reached demonstrate the impact of the project: for about 700 older adults, 400 teachers and trainers, care workers were directly involved into the needs-analysis, the experiments and pilots and 48 Grandis certificates were issued in the five countries. The training program was built up in accordance with the educational initiatives of the European Union: EQF, ECVET and DigComp, what ensures the European wide usability and sustainability of the results.The long term benefits are supported by publishing the learning content under the Creative Commons license of ""Attribution-ShareAlike 4.0 International"". This license allows all European organisations to use, distribute, modify and even commercialise freely Grandis curriculum, learning content and is allowed to implement the training course in any type of e-learning systems, and to deliver the course in any kind of forms (face-to-face, online, blended form) regarding the special needs of their target group.Project portal: http://grandis.prompt.hu/ (dissemination platform for visitors)E-learning platform: https://moodle.grandis21.hu/Contact:: edu@prompt.hu"

This project grew out of the concern that the advancing technology would shape the future of education by changing traditional education models, schools and classrooms and learner teacher interaction which could promote challenges for students, teachers and other stakeholders. In this respect, it is vitally important to keep up with the demands of this fast-growing technology by evolving traditional education methods and models to respond to the demands of technology in a way allowing personalized independent learning, constant access to the learning material and thus promoting lifelong learning. It is also equally significant to train and educate those who are responsible for training of individuals in different vocational fields in terms of improving the quality and efficiency of the training by utilising the pedagogical potential of ICT tools. Within this perspetive, Flipped Classroom Approach-Based Professional Development project for VET Trainers (Flipped-VET) aimed to improve the quality of vocational education and to engage a movement towards work-based, collaborative and problem-oriented learning/teaching by integrating ICT tools into teaching and training of individuals. The project was coordinated by Aksaray University and conducted with the participation of four institutions, Guimel, Bida e.V. Kultur und Bildung, E.ri.fo. Ente Di Ricerca E Formazione and Onageb.Spain.S.L. respectively. Aksaray University is a higher education institution in Turkey which benefited from EU grants through Erasmus + programme with its different actions. The main responsibility of the coordinator was organizing and managing the project activities and budget control including monitoring progress, dissemination and sustainability.Guimel SAS is a non govermental association (NGO) from France aimed to support social and professional insertion of people with difficulties into the society and works to develop autonomy and enpowerment of people supported. Bida e.V. Kultur und Bildung is an educational centre from Germany having broad experience in vocational training and education in terms of social integration of marginalized groups and groups at risk of social exclusion such as immigrants, women victims of violence, unemployed, low-skilled adults and refugees.E.ri.fo. Ente Di Ricerca E Formazione is a vocational educational training centre from Italy with a strong experience in LLP and Erasmus+ Programmes as it carried out and participated in many European projects Also, the institution is known for its training programmes and projects in innovative teaching methodologies, ICT based instruction and flipped educationOnageb.Spain.S.L. is an another NGO from Spain composed of experienced trainers with more than 18 years experienced in vocational education teaching as well as development of adult education contents and methodology. The institution has strong experience in methodology training and vocational education contributed to the project through its expertise in needs analysis and valorisation and dissemination of the outcomes.There were 6 transnational meetings planned during the course of the project including two IP events and creating a web based platform and dissemination of the results as the main project activities. Additionally, a guideline with regard to how to train the VET trainers with Flipped Classroom was planned to be developed on the basis of theoretical and pedagogical literature. Depending on the data obtained from the needs analysis collected from the trainees, the IP event content was determined and the programme was scheduled . With the organization of national meetings, the trainees in each participating country were trained in relevant fields. Furthermore, tutorial videos both in English and the national language were created by each participant. After the implementation of the intensive training programme, qualitative and quantitative data was collected to assess the effectiveness of the application. Finally, the project was disseminated at both local and international levels through conferences, leaflets.The project was instrumental in contributing to the personal and professional development of both trainees and trainers in terms of technology integrated instruction as it provided opportunity to access the theoretical information, ideas for methods, teaching techniques, best practices, activities and resources on Flipped methodology. Also, the project provided an innovative teaching methodology for the VET trainers through the use of web based platform that they can reach rich source of theoretical and practical knowledge about Flipped Education which allowed for personalized professional development. Additionally, the project paved the way for new teaching methodology for VET institutions that they could train the individuals without being constrained by time and place.