There is a growing appreciation of the value of old/antique woodwork reflecting the craftsmanship of the past. This demand creates opportunities for small workshops which can take individual orders in renovation of old woodwork. However, the training in the art of renovation is practically absent from the programmes of vocational schools – the focus is entirely on the new, cost-effective mass production. The above background opened a way for the ARTISAN project addressed to young unemployed people with basic skills/experience in carpentry with a view to involving them in an entrepreneurial initiative. It was implemented in partnership of two organisations: EST Education Centre from Wadowice, Poland and Centro Machiavelli from Florence, Italy bringing in complementary expertise in informal education to young people and cultural education in the context of training in handicraft skills. Accordingly, the project had a broader perspective than vocational training and aimed to:- instil appreciation of the value of traditional craftsmanship among young people though showing its presence in the focal points of the colourful traffic of our times- show the relevance of the skills they acquired at school as well as through informal and non-formal learning for the profitable niche of woodwork renovation- encourage them to venture into the artisan field which opens entrepreneurial and employment opportunities- show concrete steps needed to “take things into their own hands”, which is the essence of entrepreneurship- provide social space for cooperative practice-based learning of competences needed to venture into business and employment- support the young people’s initiatives through opening access to quality learning resources, facilitated blended learning and making their skills and competences transparent/recognisedMajor groups of beneficiaries- Young unemployed people from the region of Wadowice with basic skills/experience in carpentry, still unable to find a job due to the skills mismatch. This is the primary group of beneficiaries.- The group was extended throughout the project to target young people from other locations in Poland and in other European countries. The project developed a model of youth venture adaptable to other crafts and entrepreneurial initiatives.- Youth educators/workers willing to guide young people into their own ventures focused on entrepreneurship and employability. This group was reached through wide scope dissemination campaign which was an inherent part of the project.Main project activities and results- ARTISAN workshop curriculum: conceptual framework of the youth venture in a form facilitating its multiplication in other settings- ARTISAN open educational resources: learning materials divided into modules ranging from introduction to cultural issues behind traditional crafts to woodwork renovation techniques, materials and tools- ARTISAN online learning environment: for social learning and communication of the youth venture members and the partners- Blended mobility of the young people: practical learning of techniques of woodwork renovation, cultural explorations of renowned craft studios in Florence and follow-up practice based learning in the ARTISAN workshop in Wadowice combined with online learning/consultationImpact on the participants- they gained a social learning space for upgrading their skills and competences relevant for work- learned artisan techniques of woodwork renovation opening new pathways to small business creation or employment- took entrepreneurial initiatives firmly grounded in their skills/experience and supported by qualified staff- enhanced their Europass portfolio with documentation of valuable non-formal learning experienceImpact on partner organisations- we benefited from the exchange and shared development of the approaches and resources- have a new set of learning materials at our disposal to be used in forthcoming courses- better focus our educational offer on entrepreneurial skills- built our capacity in the youth field as a result of the aboveImpact on external organisations in the youth field- they got access to open educational resources which can be used freely in line with the licence agreement- received guidelines on exploiting the potential of traditional crafts in fostering entrepreneurial skills of young people- benefited from the communication and learning opportunities on the platformThe above impact is sustainable in the long run through the on-line platform, multiplication events and wide scope networking campaign.The focus of the project clearly fell in the annual Work Programme adopted by the Commission which promoted take-up of practical entrepreneurial experiences in education, training and youth work as well as the youth field specific priority: promoting young people's social inclusion and well-being through projects tackling the issue of youth unemployment.

<< Objectives >>1 Pursue social inclusion within the Labor Market of blind/VI2 Promote professional upgrade of operators from blind organizations with guidance assignments or performing supporting services for VI users, making them able to provide remote assistance for assistive IT3 Outline a package of digital skills on how to manage assistive IT to run/solve different operational difficulties that could be met by blind/VI in their daily work due to technical problems or to technological steady evolution<< Implementation >>1. Project Management, including also monitoring&evaluation and project dissemination (March 2022-March 2024)2. KOM in presence (IT), May 20223. Sharing good practices and experiences in dealing with assistive ICT – Problem solving procedure for the most used accessibility programs, May 2022 – December 20234. 1° TPM Online5. 2° TPM in presence (PL), June 20236. 3° TPM Online7. 4° TPM FINAL in presence (IT), combined with the final exploitation conference<< Results >>1. Mapping of most used assistive ICT tools for accessibility by VI workers2. Highlighting of most recurring technical problems met by VI users in using assistive IT at work3. Coding/systematizing proper standardized technical indications to be applied by the operators to solve technical issues in remote assistance actions4. Outlining of the Procedure with technical instructions and digital competences required to operators to perform their remote assistance action

"<< Objectives >>The general aim of the proposed project is to equip participants with basic knowledge, skills and tools to be able to plan, organize, do small or large scale activities in parks, monuments, outdoor cultural sites, squares, streets, gardens, national parks, environmental parks, coastal areas, lakes, rivers, schoolyards and museums. We will implement 3 five day workshops in each country and will produce an online educational guide.<< Implementation >>We are going to implement 3 workshops in each partner country. The workshops will have duration of 5 days each and will be attended by five participants from each organization. Iin the first activity of our project, we will set the framework and the theoretical background of the projejct. In the second activity we will focus on practical methods for the design of outdoor education activities and programs. This activity will focus on presenting the three programs that the partners have created.<< Results >>The changes the pandemic brought has also imposed changes in the way museums operate and the need for new programs implemented with the philosophy of outdoor education that in an experiential way ""breaks"" the walls and is implemented outside schools and museums.Through the implementation of the proposed project and the dissemination of the results we want to give ideas and good practices for the utilization and promotion of the respective spaces as monuments of the common European culture."

CONTEXTFormal vocational education of young people is usually disconnected from their engagement in extracurricular activities. Schools and out-of-school learning environments rarely come together to develop a programme that would cross their borders. This results from different agendas pursued by the formal and non-formal education sectors. School programmes are driven by national curricula giving teachers little time to go beyond the particular content of their course and its predefined schedule. On the other side of the scene there are non-formal education providers offering a range of courses which can be adapted to needs and interests of learners in a particular context and time. The key question of this project is how to bridge this gap and develop approaches which would open fields of cooperation between teachers and trainers for the benefit of young people preparing for their vocational careers.GENERAL OBJECTIVEThe project aimed at bridging formal and non-formal education environments to support young people to develop digital competences relevant for their vocational careers.SPECIFIC OBJECTIVES- Strengthen partners’ cooperation with other organisations across the formal and non-formal VET sectors- Provide opportunities for students to extend their learning of vocational subjects beyond school- Design flexible learning pathways focusing on competent use of digital technologies used in their future professions- Validate the approaches through piloting them during the project lifetime- Elaborate the findings from the pilots and publish them - Propagate the methodology widely to encourage growth of similar initiativesMAIN TARGET GROUPSYoung people in initial VET- Preparing for occupations in which competent use of digital technologies is important- Having limited opportunities to participate in extracurricular enrichment programmes due to their distant location, price, etc.- In need of support to develop competences essential for employmentVET teachers and trainers- Seeking opportunities to extend/improve their programmes- Working in schools or non-formal education organisations open to innovation at the interface of initial VET, lifelong learning and youth workDecision makers in the VET field- Headmasters and managers of the above in charge of planning courses- Local/regional authorities deciding on financial support to non-formal learning programmesMAIN OUTPUTS- Learning pathways involving students preparing for vocational careers in a range of learning experiences that enrich their school curriculum. Each partner team designed and implemented at least 3 such scenarios in close cooperation of formal and non-formal education providers. The learning outcomes were thoroughly evaluated to gather data for the main project publication.- Publication: Digitally enriched curriculum bridging formal and non-formal VET. It covers the following themes: 3D Modelling, From manual to digital prototyping, Introduction to the Internet of Things, IoT in AgricultureThe publication, issued in 4 languages (GR, IT, PL, EN) is available as OER on the project website https://www.digi-vet.eu OUTCOMES AND IMPACT- Students preparing for vocational careers: improve their learning outcomes in the area of digital skills (3D design, 3D printing, IoT in particular), further develop their transversal competences and acquire more positive attitudes both to school and out-of-school environments as a result of the above. - VET school teachers: improve pedagogies through linking their curricula to continuing learning pathways, enriching their classes with focus on digital technologies, create more inclusive learning environment taking into account the varied students’ competences, experiences and interests, gain new opportunities for networked learning in a European dimension thus raising appreciation of EU educational projects.- Trainers from non-formal VET sector: better focus their training programmes for young people on knowledge, skills and competences relevant for their vocational careers, reinforce their capacity for European cooperation and networked learning, increase their willingness to integrate good practices/methods from other contexts. - At systemic level: new input to the vocational education reform debate, strengthened argumentation for flexible learning pathways across the borders of formal and non-formal VET in the area of digital skills.

The aim of the project “Traditions, Ethics and Etiquette” was to develop intellectual Outputs for intercultural and human rights education by participation in handling possible misunderstandings and preceding conflicts due to contact with people from other countries, a very poignant topic in the current situation of migration. The priority of the project is to contribute to sympathy and tolerance of different culture traditions and peaceful coexistence of people with various culture-religious traditions. The project and its output were intended to help more volunteers, expert groups and public administration organizations working in culture, tourism, and with migrants to acquire competencies in international relations, human rights and etiquette. Therefore, we created an educational instructive aid in a form of publications helping to understand European culture, improve basic skills and key competence for migrants whose final destination is one of European countries. The final work includes basic characteristics of behaviour expected in the countries participating in the project. Partners are selected as geopolitically symptomatic: 1)Coordinator – OZ PES - NGO from Slovakia, experienced in educational projects for adults2)Community Culture Centre, Bulgaria dealing teachers and students from 3 schools and with marginalized groups facing the need for intercultural and Human rights education3)Private school from Italy working with immigrant communities4)Centre for traditional crafts and culture from Norway5)NGO Inercia Digital from Spain experienced in ICT sector for developing training materials for immigrants