"The SkillDisplay project was conceived from the notion that teaching much too often finds itself founded on outdated learning materials, with limited or unclear connections to real world challenges, and undercut by simplified and hardly comparable feedback mechanisms like simple numeric marks. Too often the questions ""What do I need that for?"", ""What is it based on?"", ""Which competences do I have?"" and ""Where can I go from here?"" are only answered to an unsatisfying degree.The Premise and MethodologyKnowledge is broken down into more easy to grasp nuggets, called Skills. A Skill represents a particular competence that is grasped within a few minutes, so a learner can asses how hard it will be and how long it will take to learn that Skill. Skills may have prerequisites, other Skills that should be learned before, which creates a tree of connected Skills delving deeper and deeper into a field of competence. For example, before I can learn the Skill how to run I should already know how to walk. And maybe later I can learn how to run and jump hurdles.In this way SkillDisplay provides a structured way to visualize knowledge, creates suggestions and goals for the learning process, and defines clear competences that are picked up. Each Skill provides a description, learning goals, and suggestions for teaching materials.Skills can be verified by different parties, creating a competence-based feedback and verification system that provides learners with exact information on what they have learned, under which circumstances, and how that is verified. This allows for tracking of learning progress, educational verification, detailed skill management in business environments and efficient certification preparation. All on a comparable level based on standardized skills.The SkillDisplay Erasmus+ ProjectSkillDisplay aimed at becoming the main online platform to obtain and legitimize ICT skills which are likewise recognized by employers, educators and industry representatives. To achieve this, the platform created during this project consists of an online space, where all stakeholders mentioned above can discover tools and features which help them reach their certification goals. Industry experts defined skills for their field of expertise, depicting real world industry certificates. Schools teaching those competences implemented the platform in their classes, benefiting from ready to use skill definitions and structures. The partnership was assembled to reflect the needs, and therefor input, of those four stakeholder types:Verein Business Angels (BA), located in Vienna, Austria, is a non-profit organization founded by teachers and developers to promote teaching efforts in the ICT sector. BA provided the underlying concept for SkillDisplay, derived from practical and educational experience, and served as coordinator of the Erasmus+ project. BA was also involved in UI design and worked closely with the technical developer in that department.HTL Wien 3 Rennweg in Vienna, Austria, and Liceul Tehnologic Grigore Moisil in Braila, Romania, both schools for higher technical education, entered the partnership with the goal to integrate SkillDisplay in into their curricular work to support teaching staff with lesson preparation and provide integrated competence based teaching. Involving teachers and students provided most important insight into the respective needs of those two stakeholders.Reelworx GmbH from Linz, Austria, served as technical developer of the SkillDisplay platform and is an experienced contributor to the TYPO3 CMS. TYPO3 GmbH from Dusseldorf, Germany, provided the initial content for the platform, developing Skills for their three leading industry certificates for Editors, Integrators and Developers of the TYPO3 CMS. TYPO3 provided the experts that defined (and refined) the necessary skills for each certificate, and was heavily involved in the project dissemination to its already existing and well developed community.Synthesis Center for Research and Education from Nicosia, Cyprus, provided background research on current needs in the for stakeholder types, and conducted cyclic feedback rounds among the user base as basis for the 3-year development.As a result SkillDisplay hosts a variety of much sought-after ICT skills, which can be grouped into learning modules that have been developed with leading industry representatives, freely accessible for learners. For employers and educators, SkillDisplay simplifies the creation of learning material to be used by students or employees. The platform now serves as the primary tool for certification generation for TYPO3 and will be rolled out to 300 companies all over Europe in a partnership program. SkillDisplay has also supported a development project in Africa and Latin America, to promote ICT skills for education and administration efforts."

“Teaching and Learning Arduinos in Vocational Training” Technology is developing very rapidly day by day. It is a fact that technological developments force a human to develop himself / herself continuously in his/her profession. More than any other field, electronic and information and communication technology are developing more rapidly. These developments have led to the production of more complex control systems. Arduinos are now used to control these complex systems. Since we are educational institutions that teach technology, we have to follow the developments in the world. “Teaching and Learning Arduinos in Vocational Training” Project aims to adapt arduino applications to vocational training and to develop a more efficient training set and a guidebook for the laboratories and the workshops of vocational & technical education students. The main objective of this project is to develop a good practice guide book and a Arduino training set, to introduce arduino training models to other participants during their visits to the host country, to compare different educational systems and training methods with other participating schools and to share best practices.Participants of the projects; electrical, electronic, ICT, automation VET teachers. Participants are teaching arduino in VET schools. There are one coordinator and a total of 4 partners in the project and partners are vocational schools from Turkey, Italy, Romania, Austria, Greece. The total number of mobilities in the project is 40. A total number of 5 TPMs will be realized throughout the project and each partner will participate in each TPM with 2 participants. One TPM will be held in each country. With the project activities, it will be ensured that the best practices will be shared for arduino teaching and the partners will adapt them to their educational environments. The project partners will produce Arduino experimental kits and a best practice Guidebook. Our project activities aim to provide a successful learning and teaching environment for all VET teachers and students. As a condition of successful learning, teachers need to strengthen their role in facilitating learning. Teachers need new experimental kits and modules for innovation, teamwork, feedback and evaluation. Teachers should be given this opportunity for continuing professional development. Main outputs of the project are; an Arduino Training Set for arduino lessons in vocational education and a GuideBook for this set, a project website, a project DVD.The methodology to be used in the execution of the project is “Make-Develop-Share”. In our project, good practices will be made first, then developed, and finally shared. Everything is open and transparent in our Project. Each task and responsibility will be recorded or written in the project. The products of the project are not only written or documentary products, but also a practical Arduino training set and kits. In the long term, we aim to disseminate the project to teachers, students and vocational education schools, local educational institutions, electronic and ICT labor market. We believe that the results and products of our projects will have short and long-term impacts on vocational education and labor market by the dissemination activities. The total budget of the project with 5 partners is 59,000 Euros.

<< Objectives >>The best way to learn something is by doing and experiencing it. The most important education materials are the experiment sets in VET.When the curriculum of VET schools are analyzed, it is seen that it is difficult to give microcontroller education with these daily sets. We have prepared this project to overcome these problems, to provide a more efficient environment and experimental sets for our students in microcontrollers lesson, and to ensure that learning is more permanent.<< Implementation >>*4 Transnational meetings: 4 TPMs will be held during the two years project. The participants of these meetings are project teams of the partners. *European robot competition, LTT of students: Students will compete with the robots they will make by themselves with the CCS-C language knowledge..-Creating project team and tools.-Project Website.-Training Kits.-Guidebook in CCSPLinVoc.-Training Videos.-Project DVD.-5 Newsletters.-Best photo of the Project.-Planting Erasmus trees.<< Results >>-To change students’ perception of “Using microcontrollers with CCS-C Programming Language in Vocational Training”.-To decrease absenteeism level in microcontrollers' lesson.-To make teachers learn innovative methodologies about microcontrollers.-To provide better educational services to their students. -To create positive school climate and improve the learning environment.-To improve microcontroller's workshops and lessons in a better way at schools.-Increasing employment of graduates.

The Project started from the need of knowing, thinking and creating new educational spaces in the European schools whereby the students’ motivation and academic results are improved and increased as the new spaces enable the use of new methodologies in an easier and more effective way. In a society which increasingly demands more creative and innovative activities, the current educational models applied in Europe can’t continue relying on the old educational models, based on repetition and standardization. This excessive standardization leads to the development of predetermined dynamics in the classroom and to the students’ passive and submissive attitudes. Moreover it doesn’t take into account the students’ capacities, abilities and diversity. This standardization also causes great difficulty when it comes to develop different classroom dynamics such as negotiation, team work, social abilities, group liability, participation, critical thinking and tasks organization. Therefore, the main objectives worked in this project have been the following:-Contribution to the formation of future professionals who will enable the introduction of new educational spaces in the schools.-Train teachers at achieving excellence in professional, linguistic and personal competences.-Improve team and cooperative working capabilities.-Gradual introduction of the Project-based learning methodology and/or creative spaces (in the first cycle of Compulsory Secondary Education).-Share educative innovations and dynamic concepts at a local and European level.-Improve the vocational training study programmes by integrating improvements focused on students’ social competences.-Foster a vocational training adaptation to the new European trends related to a more personalized and integrated education.-Create a long-lasting development partnership.The meetings and workshops held for the project development were the following: • Four transnational meetings: 1. Kick-off meeting in Moncada (on the 17th and 18th of December, 2018)2. Meeting in Verona, Italy (on the 17th and 18th of May, 2019)3. Meeting in Rolsike, Denmark (on the 13th and 14th of September, 2019)4. On-line meeting on the 4th of May, 2020 (due to the exceptional circumstances caused by the COVID-19 crisis)Participants: two members of each country. The participants for the transnational meetings have been members who have been managing and directing the project as the issues dealt in these meetings were more formal and a deep knowledge of the project was required.•Two short workshops (6 days duration) 1. Training Course in Nicosia, Cyprus (from the 1st to the 6th of March, 2019)2. Training Course in Verona, Italy (from the 3rd to the 8th of November, 2019)Participants: four members of each country. The attendants have been chosen by the different countries according to their capacity and interest in the topic raised, thus creating very diverse professional groups; from technical profiles (such as architects and teachers) to highly creative profiles. The first workshop dealt with essentially technical issues as the organising institution was the Architecture Department of the University of Cyprus. Therefore, different design aspects in educational spaces were addressed, conferences and visits to the municipal Library of Larnaka, the newly built University of Cyprus (Nicosia), a primary school, a marketspace, a museum…In the second workshop, the participants had the chance to take part in very interesting activities such as visiting educational centres, attending conferences, participating in seminars on different themes organised by the University of Cyprus, brainstorm their expectations and concerns…In both workshops the activities proposed were extremely productive and useful as they have given a different insight about concepts related to the project, such as the use of different spaces and the implementation of new methodologies. Thanks to the different meetings and workshops, our Project has been shared at a regional and international level, as the information has been disseminated through social media and through our webpage. It must be highlighted some of the activities developed in our high-school (IES Enrique Tierno Galván) which are related to the project: Two formative seminars for teachers which are certified by the Valencian CEFIRE and the introduction of the Project-based learning methodology in the academic year 2019-2020. Furthermore, during the formative workshop in Cyrpus, the participants studied the building plans of a new school in Italy and some of the participants’ proposals are going to be taken into account. Moreover, thanks to the kick-off meeting, a collaborative relationship between the University of Cyprus and the Polytechnic University of Valencia was born. Last but not least, we have established a collaborative network among the different members and it is likely that we work together again in a new European project.

Entering the labour market successfully when their schooling is finished is a challenge to young people all over Europe, especially if they are considered disadvantaged. The problem is not only visible in the economically weaker countries in Southern and Eastern Europe, but is also evident in all other countries. To address this problem, many countries in Europe introduced 'work-oriented training' methods (WBT) in schools and vocational training programs to create a better link between theory-based learning and practical training. This approach is more stimulating to these students and has shown to produce feelings of success for young learners whose skills and capabilities lie to a greater extend in practical work rather than abstract learning. Nowadays, it´s widely recognized that those countries with an integrated work-based vocational preparation and training system and an apprenticeship-oriented approach are doing better with the successful transition from school to work. However, the national transition settings differ from country to country. Furthermore, regardless the national institutional system may be, the same challenge has to be faced everywhere: how to combine theory learning and practice training efficiently in order to produce sustainable learning success with disadvantaged young people.This in fact was the main focus of the WBT strategic partnership. The aim was to discover and examine the various work-based training approaches being used in European countries and to find out 'what works', striving to disseminate good practices and approaches. The overall aim was to find successful ways and strategies for overcoming long standing learning barriers and blockades in order to create sustainable learning success and to secure the successful integration of young students into the labour market.At first, the partnership researched the different transition settings and WBT approaches in the partner countries and illustrated the findings in an overview report. Following, an Online Survey was carried out, addressed to the main relevant stakeholders involved in school-to-work transition: teachers, trainers/instructors and the young learners themselves. The interviews were done through an online questionnaire containing a mix of standardized and open questions. The aim was to find out what were the great advantages of the respective WBT approach in the country; what were the drawbacks; and what kind of improvements can be identified. The online survey collected around 20 interviews from each stakeholder group in each country, producing more than 560 interviews in total. The online survey was evaluated in a Report on Findings and finally lead, as the core product, to a Manual on Work-based Training that illustrates the different approaches of WBT, documents the findings of the survey, and details best practices-by providing descriptions of demonstrative examples.