“ClassLine. Online Classroom for Educationally Impaired Students ”is a Strategic Partnership that aims at to reduce school absenteeism in the partners’ countries amongst students in secondary and upper secondary levels who struggle with mental health issues or cannot attend the school due to chronic diseases (e.g. cancer) or temporary physical disabilities. To reach their aim, the partners will develop an Online Teaching Platform allowing learners with various challenges obstructing their physical participation in the classroom to continue their education. The Platform will be developed based on tools and best practices in online pedagogy as to keep the students active and engaged, additionally developing social competences by interaction with their classmates. To start with, the platform will contain the content of classes in Science and English for an entire academic year, based on the national curriculum for G level in Denmark and 7th grade (secondary schools) in Turkey. By the end of the project, the platform will have a content of 618 hours of teaching. The platform will be open to any school in Europe to adopt it in their teaching and upload their pre-made classes. A guide on effective online pedagogy will allow other schools to structure their online classes so to keep their learners engaged and create a sense of community. By the end of the project, at least 100 learners who are educationally impaired due to mental health challenges, chronic diseases or temporary physical disabilities will have continued their education through the Online Teaching Platform. Multiplier Events and Dissemination activities are foreseen within the project lifecycle as to promote the use of the Platform outside the partnership so that five years following the end of the project at least 100 schools across Europe offer online teaching through the platform to those students who from various reasons cannot attend the school.Although, the platform will be developed with learners with mental disorders in mind, it will be applicable to any learner who cannot attend school for a longer or shorter period of time, for example learners challenged with chronic diseases (e.g. cancer) or temporary physical disabilities. The platform will also be a means of providing remote education in case of such situation that require social distancing as for example COVID-19 pandemic that left out of school over 1.5 mln. learners.

<< Background >>Education systems around the world are facing an unprecedented challenge in the wake of massive school closures mandated as part of public health efforts to contain the spread ofCOVID-19.Governmental agencies are working with international organizations, private sector partners and civil society to deliver education remotely through a mix of technologies in order to ensure continuity of curriculum-based study and learning for all (https://unesdoc.unesco.org/ark:/48223/pf0000373305)School closures impact not only students, teachers, and families but have far-reaching economic and societal consequences.School closures in response to the pandemic have shed light on various social and economic issues, including student debt, digital learning, food insecurity,and homelessness, as well as access to childcare, health care, housing, internet, and disability services. The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work which resulted with Unequal access to technology, Unequal access to educational resources, negative impact on student learning outcomes.In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education (https://en.wikipedia.org/wiki/Impact_of_the_COVID- 19_pandemic_on_education#Online_learning).The COVID-19 pandemic has also triggered many changes in K-12 education—some major, like learning remotely from home, and some minor, like sitting farther apart on the schoolbus. While most students have had routines interrupted, the children perhaps most affected by that disruption are special education students. Teachers and parents of special needs children have struggled through a trial-and-error process to find what works—and what doesn’t—to encourage their children to engage with virtual education and/or in-personeducation that looks much different than it did before COVID-19.With the pandemic period and the start of distance education, student activities shifted to distance education. By working with SEN students not only individually but also in the classroom, education has become much more difficult not only for older children but especially for primary school children and SEN students. It is the aim and aim of this project to enable teachers (working with SEN students with SEN students in the classroom and working teachers in general) to diversify their subject, making it attractive and interesting. It is the teachers who will be involved in this project and after the project will be able to create interactive lessons tailored to the students, their ability, the current health problems. The working teacher knows the current situation best, therefore, by being able to modify the tasks and activities, the educational process will be more interesting and attractive for the student.That is what our project adresses.<< Objectives >>The project idea completely corresponds with the chosen priorities.The problem this project addresses is of great importance not only in the partner countries, but for many others outside the partnership. During the time when the whole world suffersthe COVID pandemia and milions of students, their teachers and families need to adapt to the specifics of the new (online) educational environment, this problem affects them all, andnot only academically, but also in emotional, behavioural and social aspects.The two priorities chosen correspond to the latent needs of teachers during the pandemic that have been detected as following:1/Supporting Teachers And School StfaffThe current technologies that could be used for educational purposes have the great potential to meet the learning needs of children with learning disabilities. However, it is a common finding in many of the research papers about teachers and teacher education (including the results of survey conducted by partners during the preparation of this Proposal) that teachers have insufficient competences to integrate these technologies into the learning environments and need further support in this regard. Primary school teachers and SEN teachers (both groups are entitled to provide extra support to students with learning difficulties in the online education period) even more need to meet and assimilate innovativepractices through current technological tools and resources, and to produce high quality digital educational materials themselves. Therefore, the integration of digital tools and resources into the learning environments for children with learning disabilities will be the focus of this project by empowering innovative practices through current technology.2/ Development of key competences The word “competence” means a mix of knowledge, abilities and attitudes: you are “competent” if you are able to act well in a certain situation. To be competent does not mean solely to know something or to have some notions about some topics, but also to put into practice the knowledge in a given context and situation. The European Union has identified 8 Key Competences that enable every citizen to adapt to changes of society. They are important for the personal fulfilment and development, for the working life, for studying and learning new things. Digital competence, which is one of the eight key competences , involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT). According to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet (https://www.schooleducationgateway.eu/en/pub/resources/tutorials/digital-competence-the-vital-.htm). Of course, with the time these numbers have changed, but the percentage of those with insufficient level of digit competences is still high, especially in older generation. (and it is a fact that considerable number of teachers are 40+). The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. Another document - the latest OECD’s TALIS study (https://www.oecd.org/education/school/talis-2013-results.htm) showed that 18% of trainers and teachers feel that they need more development of ICT skills for teaching. This need undoubtedly has increased during the last few months because of the COVID-19<< Implementation >>The work-plan is organized on a 24 months basis with clearly structured work programme. A lot of preparatory work was done before the application submission: tasks and responsibilities were discussed and agreed, and the time band for their realisation was scheduled. Although each activity will be led by one of the partners, all partners are responsible for the realization of all project activities in their country and have agreed to provide support to each other at any stage of the development and implementation of the project activities; in the realization of dissemination and evaluation of the results.Partners agreeed to apply the following methodology in order to achieve the project objectives and to deliver the planned results:1/ Translational project meetings - four project meetings, 2days each with 2 representatives from each partner institution. The places, the time of the meetings and the main objectiveshave been agreed. At the kick-off meeting the coordinator will explain all administrative and financial process requirements to the partners; will be presented templates of reporting documents. 2/ Communication - during the preparatory period it was done via emails, WhatsApp, Meet Google platform and phones when necessary. These channels will be used during the project period, too. A common space will be created on one of the available platforms (GoogleDrive, HiDrive, or any other similar) where all relevant information and materials will be stored. 3/ Monitoring and Evaluation - the project progress will be continiously monitored and evaluated internally. Evaluation and quality assurance provided by responsible partner (KPDoNE) will assist the coordinator and enable partners to continously optimizing the activities and results. Relevant tools will be used - questionnaires, interviews with target groups' representatives, tepmlates for reporting project progress, dissemination activities, etc. 4/ As a key element of the project's visibility and sustainability, dissemination activities will be a focus area within the project's duration in order to promote the project's ideas, activities and results, as well as the completed project outcomes and their future exploitation. Dissemination leading partner – ITE (P3), will present at the kick off meeting the GeneralDissemination Strategy, and when approved, it will be base for development of the national dissemination plans. Partners will identify the most effective dissemination channels to promote the project in their own cultural context. The dissemination activities will include: creation of the project visual identity (project logo, website, FB page); promotional materials –brochures, posters, flyers, etc. Multiplier events will be organises in each partner country to present project outputs and extent the impact. Two dissemination reports – at the end of the each project year. 5/Two intellectual outputs: DIGIT4SEN Instructional Guide, based on the research and analysis of the needs of the target groups (which was started during the preparation period); e- Learning Training Course for teachers and SEN staff; Trial training and preparation of number of digital educational materials (Pool of materials). All materials will be available in all partner languages and in English. For the development of the intellectual products, the different profiles of the organizations participating in the project have been taken into account,although all project partners will be involved in the development and decision-making of each intellectual result.6/One joint staff training, hosted UAB “ERUDITO” in Kaunas, Lithuania. 7/ Trial training Course (as part of the O2)group of teachers/SEN staff (at least 25 per country) will take part in the trial e-Learning course. Based on their feedback, as well as ofthe feedback of the trainers will be made necessary amendments in the content in order to improve the product and 8/ Pool of digital educational materials ( O3)<< Results >>The main project results will be:PR1_DIGI4SEN Instructional GuidePR2_E-LEARNING TRAINING COURSEPR3_ DIGIT4SEN digital libraryThere are some more results that the partnership expects to be achieved:TANGIBLE:* Project Visibility (logo, Website and FB page) – the logo will be chosen by all partners (via election) among suggested by partners logos; it will be an obligatory attribute for all project documents, materials, promotional items, delivered within the partnership, to the target groups,stakeholders and large public; Project Website and Facebook Page - will be created by IT-World.BG and will be maintained in collaboration with all partners. Each partner will be responsible for publishing information about the project activities in their country, links to the project materials in their own language, other interesting and useful topic related materials/links. The website and FBpage will be used as a place to share participants' feedback, ideas and recommendations, questions, etc.* General Dissemination Strategy - will be developed by the responsible partner (ITE, Spain) and based on it national Dissemination Plans will be prepared. Each partner will use their own sources, contacts, local partners, and dissemination channels they find the most appropriate in order to reach as wider audience as possible. Two dissemination reports, prepared by the leading partner: one – at the end of each project year, and will be added to the Interim and Final reports, respectively.* Informational and Promotional Materials (flyers, brochures, posters, leaflets, press releases, etc.) – Some of these materials will be prepared by all partners collaboratively, translated into national languages and used locally; others – each partner will prepare independently, according to their specific needs.* Multiplier events – at the end of the project period with at least 220 participants altogether.* Evaluation Strategy and Plan – most of the aspects discussed and agreed during the preparation phase. There will be 5 groups of Evaluation reports: 1) After each project meeting; 2) After the LTTA; 3) Regarding the project process, organisation of the work/events; quality of the materials/Outputs; 4) Regarding effectiveness of collaboration within the Partnership. All reports will be prepared by the leading partner based on partners/participants feedback, and presented to/shared with all partners; 5) Regarding the quality of the training materials* Interim and Final Reports covering the requirements of Erasmus+ administrative and financials rules.INTANGIBLE:* Increased awareness among teachers, parents and society in general about the importance of the principals of inclusive education, opportunities it gives to all children, and benefits it brings to all learners, and to the society in long run.* Improving teachers’, and SEN staff's professional competences regarding the specifics of the online teaching and teaching/supporting online students with SEN; provoking their wish to be more attentive to children's difficulties and needs and to seek new innovative approaches for teaching in the situation of the inclusive virtual classroom which undoubtedly will lead to easing pupils' adaptation to an unusual learning environment and to increasing their academic achievements.* Development of national and international network of specialists, Universities, educational authorities, teachers, SEN staff who can work together, sharing knowledge and experience in order to find the best way for providing all children the chance to reveal their full potential (which is one of the fundamental principles of the inclusive education).

"A modern learning environment needs to use virtual reality to achieve interactivity of learning materials what affects very effectively the learning process of students independently and in a group. Therefore interactive learning materials are a key tool for the learning and development of the student like independent and autonomous learner since modern society needs a young specialist as a creative and innovative thinker, team member.The background of the project was associated with the need to create modern interactive teaching material for first-year students of construction and architectural specialities on bachelor level, to ensure their high-quality training and independent work without prior knowledge of the profession and possession of computer programs, without the use of licensed programs and special equipment. The project used modern technological solutions to create simulations of three-dimensional objects, which are very interesting and easy to use, ensuring the active participation of the student in the process of acquiring new knowledge in a playful way.The main objectives of the project were:- creation of an open educational resource - online interactive teaching materials for first-year students of construction and architectural specialities on bachelor level for independent work,- advanced training of project participants in the field of training, the creation of modern educational materials,- the development of international cooperation between organizations of participants and non-participants of the project was successfully achieved.In the process of joint work on the project, an interesting and very useful experience of cooperation was obtained not only between educational institutions from different countries, but also cooperation with non-governmental organizations that have a huge audience in social networks and experience working with different target groups.The project consortium consisted of organizations from different sectors (NGOs, HEs, government bodies). Specialists in the field of training, modelling and design, programming and advertising were involved in the project. The project partners were Tallinna Tehnikakõrgkool University of Applied Sciences (TTK UAS) Estonia - coordinator of the project, VilniusTech Lithuania, UPSET Croatia, Kocaeli Provincial Directorate of National Education Turkey. Within the framework of the project, a homepage and FB of the project were created with constantly updated information, three contact transnational meetings and one LTT event were held, the project partners met online throughout the project, which ensured close interaction, timely implementation of project tasks and successful results. Presentations about the work of the project at various international conferences and the publication of articles about the work of the project in collections of scientific conferences and in online scientific publications, organizing and holding events within the framework of YerD 2019 and 2020, organizing and conducting an online multiplier event contributed to the dissemination of information about the activities and results of the project not only in Europe but also in the world.The results of the project are an open online educational resource - an interactive learning material for first-year students of construction specialities:- simulators of a wooden and stone house with details and materials textures and various functions, - simulators of parts of house structures;- set of drawings of building units with the possibility of using augmented reality (AR) to control the correctness of assignments,- interactive exercises with a branched solution scenario and feedback,- questionnaires and surveys to obtain the necessary feedback and information to improve the training material and to get statistical data for articles,- control tests for maintaining statistics of student progress for self-control and to help the teacher.The project results will be actively used and disseminated primarily by the project partners in their training work with students and other target groups, through social and modern media, the Erasmus + project results platform after the completion of the project to improve the quality of education and disseminate the idea of innovative and interactive learning by example of the project VirTec results.According to students knowledge test results after the e-learning material use, teachers and experts feedbacks, the project's interactive solutions help to better prepare the future engineer related to the needs of the labour marketThe project partners TTK UAS and VilniusTech continue to collaborate on a new Erasmus+ VirSTEM project to create an open educational resource - an online course ""Basic Engineering Graphics"" for the undergraduate level for students of construction specialities, both full-time and distance learners, and to realize new ideas for creating interactive learning material."

Cooperation between different stakeholders to provide high quality human recourses for business sector is crucial. The lack of practical skills and competences of youth leaving the school is not always a teacher’s fault, sometimes companies don’t want to cooperate and organize the internships, and sometimes the law is not elastic and not adjusted to sill changing market. That is why cooperation of various stakeholders, representing schools, companies, different levels authorities, intermediary organizations is necessary to identify the barriers, solve the problems and promote the WBL methods. That is why the VETriangle project goal is to promote a high quality vocational education system, development of an innovative model in which employers and decision-makers actively participate, supported by non-governmental organizations and vocational education and training centres, thus create the title triangle of knowledge exchange between units from Poland, Germany, Spain, Turkey and Lithuania. The mentioned about groups are the project targets groups. Thanks to the project activities international ecosystem supporting VETriangle was established. The short training to Spain, study visit to Germany and 4 documents introducing concrete WBL practices and learning elements from partner countries were produced, presented and recommended to adoption. The modern curricula were prepared based on Spanish case, and the methods of teaching were presented in train-the trainer handbook to teachers and trainers. Summary of the process, comparison of cases from different countries and recommendation to decision makers were the final results.The project was promoted and its results were disseminated by various channels and tools ensuring interest and involvement of proper groups and wide audience. All results are available on project website vetriangle.eu.

"Project’s context and background: Contemporary education understanding, which aims to give individuals, productive and open qualities to development in the development of countries, gives importance to choosing the most suitable profession where the individual can reveal his potential to the maximum level. Services carried out in this field by the individual in the training process are covered by the ""Career Alignment"". The vocational school teachers who are supposed to support the students in this regard are not well informed. So the teachers and the directors at Vocational School should be well trained about the needs of labour market and they can guide the students effectively to their future career. By helping them they can also help to their countries' economy. In this context ECS (Early Career Support) is very important both for the educators and the students. They both need to be trained in the field of ""Career Alignment in VET"". Our projects’ initial target groups were Vet students then VET teachers, directors, guidance service teachers and of course the students’ parents. We had two LTT’s one in Denmark and one in Portugal. For the first LTT titled “Training of trainers” in Denmark; guidance teachers and VET teachers were chosen. From Denmark 5 participants, from Turkey 5 participants, from Romania and Macedonia 4 participants from each and from Portugal 3 participants attended the LTT. It was a 5 day training course who became the trainers of the teachers, students and parents. These participants gave trainings for VET teachers, VET students and their parents after they go back to their countries. Teachers were informed about the guidance systems in other countries and importance of guiding a student how to decide their job for future. Students were informed about the VET schools and job opportunities in their fields. Parents were informed about the departments at school and job opportunities those their children could have in the future. Till the pandemic situation training were held face to face and at the covid period we had online trainings. For the second LTT titled “Training of directors” in Portugal; directors, deputy directors and teachers from VET schools who are the decision makes in their schools were chosen. From Denmark 2 participants, from Turkey, Portugal, Romania and Macedonia 3 directors and two staff from Turkey attended the LTT. It was a 5 day training course about the guidance systems and job opportunities. During the LTTs the participants had chance to collaborate for other future projects. After these trainings the parent and student trainings were held in all partner countries.The LTT activities were really well organized by the host partner and they addressed to the aims and objectives of the project. Five Transnational meetings were organised in Turkey, Romania, Macedonia and Portugal. 39 staff from the partner institutions attended the meetings. Communication was really good enough not to have any mistakes. The partners formed PIC Desks-Professional Information and Counselling Desk at participating VET schools to guide the students while choosing their future careers. Vocational Education systems in partner countries according to Work Based Learning in VETriangle was presented from each partner. Different VET schools were visited during the TPMs and LTTs. It gave the teachers and directors the opportunity to observe the Vocational systems at different countries. ECS-Early Career Support was applied to VET students to know their interests and expectations from their future. With the help of CPD-Continuous Professional Development process, the students were informed about labour market.Career guidance teachers had meetings with students about CPS-Career Planning System which helped the VET students to plan their future careers. With the help of these activities there will be long term benefits for the VET students who took part in this project."