The project responds to the extraordinary situation in education, which arose from the long-term closure of schools and educational institutions. This situation had the greatest impact on quality in terms of practical training and vocational training. The inability to practically try or practice working with tools, devices and technologies has caused a rapid fall in the level of training quality of future employees - students and graduates of secondary vocational schools. Teachers and masters of vocational training are looking for substitutes for vocational training in a virtual space, but such a substitute for education is not systematic and of good quality. The biggest obstacle is teachers' lack of skills to work with digital tools and virtual platforms. The problem is that in the development of digital education, the greatest attention has been paid to improving digital tools and disseminating content provided digitally. However, a key aspect of the widespread deployment of these tools in school education is the readiness and ability of teachers to use these tools. This is the issue of the OnlineVET project.The project wants to contribute to increasing the quality of digital education by creating a methodology for teachers how to teach online and also focuses on creating 3 digital courses focused on working with CNC technologies, milling and turning and work on automation lines. The innovativeness of the courses will be in the transferability of know-how to all EU countries and at the same time in the fact that the functional amendment of these practical online courses will be the Methodology, Manual and Training Program aimed at teachers to help them apply these courses in practice.The partnership consists of 4 partners from Slovakia, Germany and Greece.

„…They steel like ravens, are afraid of hard work and peoples of restless nomads…“ – if it comes to „gypsies“, we are quick with prejudices. Even more problematic is the fact that they can be mobilised any time what is proven by regular riots and their actual living conditions in a very sad way.Without a doubt – and that was not only confirmed by the last EU Roma Summit – „… the integration of Roma is in progress all over Europe. More Roma children attend a primary school; there are more supporting programmes for Roma who need a job, a flat or access to health care.” Despite of the achieved progress, that are in a major part due to the “EU Framework for National Strategies for the Integration of Roma until 2020”, they are still the poorest, the most concerned by unemployment, the least educated, the shortest living and the most arrested Europeans. A relevant reason for the permanent discrimination of Roma is their low education level. A participation of Roma in education is clearly reducing after the compulsory education. Their unemployment rate is in average 70 per cent. The rate of women is even higher.Another big obstacle for the Roma’s access to education and employment is that they are not aware of their own talents, skills and competences. Furthermore, the majority of them is not really involved in professional orientation and career planning.On the other hand, we know that education and employment is the key to social integration. For the economic development of a country, the Roma are indispensable as employees in general and particularly as skilled workers. The first aim of “pROceed” is to identify European best practise for professional orientation, career guidance and job preparation which can be adapted both for concrete requirements of vocational education and the labour market and the specific needs of the target group in the partner countries. Secondly, the partners will initiate a dialogue with relevant stakeholders from the according fields who will – as the third step – develop concepts for follow-up projects together. The 18 months project will be realised by partner organisations from Slovakia, Germany, Greece, Hungary, Italy, Romania and Serbia.